chapter 10 · 2018-09-09 · chapter 10, section 1 page 304 304 muslim civilizations vocabulary...

Chapter 10

Page 302

302 Muslim Civilizations

Bibliography

CH

APT

ER 1010Teach With TechnologyPresentationEXPRESS™Premium DVD

! Teach this chapter’s core content using PresentationExpress™ Premium, which includes dynamic lecture notes, interactive game shows, songs, videos, and the ExamView® QuickTake assessment tool.

! To introduce this chapter using PresentationExpress™ Premium, start by asking students Which of the following statements do you most agree with? (A) Governments should have a policy of religious toleration. (B) Governments should give preference to the religion of the majority of the people. (C) Governments should restrict some religions. (D) Religion should not play a part in government. Take a class poll or record students’ answers using the QuickTake feature and discuss their responses. Point out that in this chapter, they will read about the religion of Islam and Muslim civilizations. Continue introducing the chapter using the chapter opener slide show and Witness History audio.

Technology Resources! StudentEXPRESS CD-ROM,

Chapter 10! TeacherEXPRESS CD-ROM,

Chapter 10! PresentationEXPRESS™

Premium DVD, Chapter 10

! WITNESS HISTORYWITNESS HISTORY

Audio CD, Chapter 10

! ExamView Test Bank CD-ROM, English and Spanish, Chapter 10

! Guided Reading Audio, Spanish, Chapter 10

! Student Edition Audio, Chapter 10

! Experience It! Multimedia PackFor the TeacherArmstong, Karen. Islam: A Short History, rev. ed. New

York: Modern Library, 2002.Bloom, Jonathan and Sheila Blair. Islam: A Thousand

Years of Faith and Power. New Haven, Conn.: Yale University Press, 2002.

Stierlin, Henri. Islamic Art and Architecture: From Isfahan to the Taj Mahal. New York: Thames & Hudson, 2002.

For the Student

L1

Macaulay, David. Mosque. Boston: Houghton Mifflin, 2003.

L3

Beshore, George. Science in Early Islamic Culture. New York: Scholastic, 1988.

L4

Mann, Gurinder Singh. Sikhism. Upper Saddle River, N.J.: Prentice Hall, 2004.

1010 622–1629Muslim Civilizations622–1629

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Chapter 10

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Chapter 10

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Solutions for All Learners

Previewing the Chapter

!

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Muslims at the Kaaba

Ask

Why might merchants be concerned about Muhammad’s words?

(He told people to worship only one God, not all the gods that people came to worship at the Kaaba. Merchants were afraid that pilgrims might stop coming to Mecca to worship.)

!

Analyzing the Visuals

Ask students to look at the main visual on the facing page. The photo shows a Muslim reading in Mecca while on a pilgrimage in the holy city. Explain to students that the photo shows the same city described in the Witness History introduction. Ask

What evidence is there in the photo that a pilgrimage is going on?

(crowds of Muslim pilgrims in the background)

Why do pilgrims still come to Mecca?

(to follow Muhammad’s example and to make the hajj)

!

Focus

Write the Chapter Focus Question on the board. Tell students to keep this question in mind as they read the chapter.

(Answer appears with Chapter Assessment answers.)

Have students preview the section titles for this chapter.

The following Teacher’s Edition strategies are suitable for students of varying abilities.

L1

Special Needs Students, pp. 307, 313, 318, 325, 330

SN

L2

English Language Learners, pp. 307, 313, 318, 325, 330

ELL

L2

Less Proficient Readers, pp. 307, 313, 318, 325, 330

LPR

L4

Gifted and Talented Students, pp. 306, 320, 326

GT

L4

Advanced Readers, pp. 306, 320, 326

AR

Note Taking Study Guide With Concept Connector Journal

For online access:

Web code nad-1007

For print alternative:

Reading and Note Taking Study Guide booklet

Chapter PreviewChapter Focus Question Who was Muhammad, and how did his teachings lead to the rise and spread of Islam?

Section 1 The Rise of Islam

Section 2 Building a Muslim Empire

Section 3 Muslim Civilization’s Golden Age

Section 4 India’s Muslim Empires

Section 5 The Ottoman and Safavid Empires

WITNESS HISTORYWITNESS HISTORY AUDIO

Mughal emperors Jahangir, Akbar, and Shah Jahan

ONLINE

To explore Essential Questions related to this chapter, go to PHSchool.com Web Code: nad-1007

“The righteous man is he who believes in God and the Last Day, in the angels and the Book [Scriptures] and the prophets; who, though he loves it dearly, gives away his wealth to kinsfolk, to orphans, to the destitute, to the traveller in need, and to beggars. . . . Such are the true believers.”—The Quran

Some bowed their heads, moved by Muhammad’s words. Many merchants were infuriated, however. Muhammad’s words condemned the many gods that pilgrims came to worship in Mecca. The pilgrim trade would be disrupted, and profits ruined! Listen to the Witness History audio to hear more about Muhammad.

! A modern Muslim pilgrim in Mecca, the holy city of Islam

Muslims at the KaabaIn the Arabian town of Mecca, the marketplace echoed with the sounds of buyers and sellers bargaining. One corner, though, was hushed. There, a husky man spoke to a handful of followers:

The Quran

An astrolabe

Use the at the end of this chapter to preview chapter events.

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Chapter-Level Resources

Vocabulary Builder; Reading Strategy; Enrichment; Outline Maps; Geography Quiz; Chapter Tests

!

Document-Based Assessments

!

AYP Monitoring Assessments

!

ExamView

Test Bank CD-ROM

!

Guided Reading Audio (Spanish)

!

Student Edition on Audio

0302_wh11te_Ch10CO_s.fm Page 303 Friday, September 2, 2011 3:13 PM

Chapter 10, Section 1 04


Vocabulary Builder

11SECTION

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.

! Understand how Muhammad became the prophet of Islam.

! Describe the teachings of Islam.! Explain how Islam helped shape the

way of life of its believers.

Prepare to Read

Build Background KnowledgeAsk students to recall how the other major religions arose and how they spread. Then ask them to predict how Islam arose and spread and how its adherents interacted with other peoples and other religions.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY


AUDIO

Witness History Audio CD, Messenger of God

Ask What did the angel want Muhammad to do? (to spread God’s message) Discuss possible meanings of “recite.” (to pray, to give a public speech about God)

! 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 1 Assessment answers.)

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

! Reading Skill Have students use the Reading Strategy: Summarize worksheet.

Teaching Resources, Unit 2, p. 67!

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students create a timeline with the main events in the rise and spread of Islam and of Muslim empires.

Reading and Note Taking Study Guide, p. 88

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

mediate, p. 306 vt. act as a go-betweenRepresentatives of the United Nations mediate conflicts between countries.

affirm, p. 308 vt. to judge as validThe Supreme Court affirmed the rights of prisoners to appear before a court.

L3

L3

11

Objectives• Understand how Muhammad became the

prophet of Islam.• Describe the teachings of Islam.• Explain how Islam helped shape the way of life

of its believers.

The Rise of Islam

Terms, People, and PlacesBedouinsMuhammadMeccaYathribhijraMedina

KaabaQuranmosquehajjjihadSharia

Reading Skill: Recognize Sequence On a sheet of paper, draw a timeline like the one below and label the main events described in this section.

The religion of Islam, whose followers are called Muslims, emergedin the Arabian Peninsula. This region of southwestern Asia ismostly desert, yet it was home to many Arab tribes in the A.D. 500s.Nomadic herders called Bedouins (BED oo inz) moved through thedesert to reach seasonal pasturelands for their camels, goats, andsheep. Competition for water and grazing land often led to warfare.Bedouins also traded with settled Arab tribes in oasis towns andprotected the caravan trading routes.

Muhammad Becomes a ProphetMuhammad was born in the oasis town of Mecca around A.D. 570.Mecca was a bustling market town at the crossroads of severalcaravan routes. It was also a thriving pilgrimage center. ManyArabs came to pray at the Kaaba, an ancient temple that housedstatues of pagan gods and goddesses. The pilgrims helped makeMecca’s merchants wealthy. All weapons had to be laid down nearthe temple, making Mecca a safe and peaceful place to do business.

Arabia’s deserts and trade centers shaped Muhammad’s earlylife. In his youth, he worked as a shepherd among the Bedouins.Later, he led caravans across the desert and became a successfulmerchant. When he was about 25, Muhammad married Khadija(ka DEE jah), a wealthy widow who ran a prosperous caravan busi-ness. Muhammad became known for his honesty in business andwas a devoted husband and father.

Muslims at Mount Hira


Messenger of GodDuring the month of Ramadan, as Muhammad sat meditating in a cave on Mount Hira, an angel in the form of a man came to him. The angel said, “Recite!” Muhammad said, “What shall I recite?” The angel overwhelmed Muhammad in an embrace, and then released him and said again, “Recite!” Muhammad repeated, “What shall I recite?” and again the angel overwhelmed him in an embrace. This happened a third time, after which the angel said, “Recite in the name of your Lord who created—created man from clots of blood.”According to Muslim belief, on this and several other occasions, Muhammad heard the angel Gabriel calling him to be the messenger of God.

Focus Question What messages, or teachings, did Muhammad spread through Islam?

Muhammad’s name, written in calligraphy

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Chapter 10, Section 1

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Chapter 10 Section

1

305

History Background

Teach

Muhammad Becomes a Prophet

Instruct

!

Introduce: Key Terms

Ask students to find the key term

Mecca

(in blue) in the text and locate it on a map. Ask them to think about and describe the people and lifestyles of an oasis town located on trade routes.

!

Teach

Ask

Why was Muhammad surprised to be called as a prophet?

(He was an illiterate merchant.)

Why was Khadija important to Islam?

(She encouraged Muhammad to accept the call.)

What does “Islam” mean?

(submission to God)

What was the hijra?

(the journey to Medina)

Why was it a turning point?

(It marked the beginning of the new community of Islam.)

How did Muhammad change the Kaaba?

(He rededicated it to one God.)

!


Direct stu-dents to the photo of Medina. Explain that it shows the Mosque of the Prophet, where Muhammad is buried. Point out the minarets, used for the call to prayer five times a day. Discuss why Medina is second only to Mecca as a sacred Muslim site.

Independent Practice

Have students imagine they are reporters in 622. Have them write a news story on Muhammad’s hijra, including interviews with leaders of Mecca and Medina and Muhammad’s followers.

Monitor Progress

!

Ask students to discuss the meaning of “Islam”

(submission to God)

and how it fits Muhammad’s experience.

!

As students fill in their timelines, cir-culate to make sure they are sequenc-ing the events in the correct order. For a completed version of the timeline, see

Note Taking Transparencies,

87A

Answers

He had a vision of an angel who called him to be a messenger of God and to urge people to worship the one true God.

Caption

large building; many people

The Kaaba

Muslims believe that the Kaaba was built by Adam and rebuilt by Abraham. Located in Mecca, it is the most holy temple of Islam. The black silk cloth that covers the ancient stone masonry build-ing is changed each year. The word

kaaba

means “cube.” At one corner is a black stone, probably a meteorite. The marble walls inside are inset with

verses from the Quran. A young American woman on pilgrimage described it: “Before me was the Kaaba, a great black cube partly submerged in a torrent of white-robed pilgrims circling round and round. . . . High above, the muezzin began the evening call to prayer: ‘

Allahu Akbar!

. . . God is Most Great!’”

L3

Muhammad Becomes God’s Messenger Muhammad was troubledby the moral ills of Meccan society, especially greed. He often went to acave in the hills near Mecca to meditate. According to Muslim belief,when he was about 40 years old he heard the voice of the angel Gabrielcalling him to be the messenger of God. Muhammad was terrified andpuzzled. How could he, an illiterate merchant, become the messenger ofGod? Khadija encouraged him to accept the call. She became the firstconvert to the faith called Islam, from the Arabic word that means “tosubmit to God.” Muhammad devoted his life to spreading Islam. Heurged Arabs to give up their worship of pagan gods and submit to the onetrue God. In Arabic, the word for God is Allah.

The Hijra: A Turning Point At first, few people listened to Muhammad’steachings. His rejection of traditional Arab gods angered Mecca’s mer-chants, who feared that neglect of their idols would disrupt the pilgrimtrade. In 622, faced with the threat of murder, Muhammad and his follow-ers left Mecca for Yathrib, a journey known as the hijra (hih JY ruh).Later, Yathrib was renamed Medina, or “city of the Prophet,” and 622became the first year of the Muslim calendar.

The hijra was a turning point for Islam. In Medina, Muslim convertswelcomed Muhammad and agreed to follow his teachings. They became acommunity of Muslims, or umma. Loyalty to the umma was based onIslam instead of old family rivalries. Muhammad created rules that gov-erned and united Muslims and brought peace among the clans ofMedina. As his reputation grew, thousands of Arabs adopted Islam.Meanwhile, Meccan leaders grew more hostile toward the Muslims. AfterMuslims attacked several caravans, the Meccans prepared for war.

After fighting battles with the Meccans, Muhammad triumphantlyreturned to Mecca in 630. He destroyed the idols in the Kaaba, the tem-ple that he believed Abraham had built to worship the one true God. Herededicated the Kaaba to Allah, and it became the most holy place inIslam. For the next two years, Muhammad worked to unite the Arabsunder Islam. Muhammad died in 632, but the faith that he proclaimedcontinued to spread. Today, Islam is one of the world’s major religions.

How did Muhammad become the prophet of Islam?

The photograph below shows Medina as it appears today. The illustration shows both Medina (left) and Mecca (right) in 1160. What evidence do you see that Medina is an important pilgrimage site?

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Chapter 10, Section 1 Page 306

306

Muslim Civilizations


Teachings of Islam

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask them how the belief that priests are not required to

mediate

between people and God might affect the importance and use of the Quran.

!

Teach

Ask

How do Muslims view Abraham and Jesus?

(They were prophets, but Muhammad is the last and greatest prophet.)

What are the Five Pillars of Islam?

(declaration of faith, prayer five times daily, charity, the Ramadan fast, and the hajj)

How do many Muslims view Jews and Christians?

(as “People of the Book” who have received partial revelation and should be tolerated)

!

Quick Activity

Display

Color Trans-parency 57: Interior of the Sulei-man Mosque.

Explain that all mosques are based on Muhammad’s house in Medina and include a court-yard, a pool for ritual washing, a roofed area for prayers, and a prayer niche facing Mecca. Ask students how each feature helps express the faith.

Color Transparencies,

57


!

Link to Literature

To help students better understand the Quran, have them read the excerpts from it and answer the questions on the worksheet.

Teaching Resources, Unit 2,

p. 68

!

Have students fill in the diagram with the tenets of Islam.

Reading and Note Taking Study Guide,

p. 88

Monitor Progress

!

Have students discuss similarities and differences in the beliefs and scriptures of Islam, Judaism, and Christianity. Use their responses to fill in a three-column chart on the board.

!

As students fill in their diagrams, cir-culate to ensure they understand the teachings of Islam. For a completed version, see


87B

Answer

The duties include making the declaration of faith, prayer five times daily, charity, fasting during Ramadan, the hajj, and jihad.

L4

Advanced Readers L4

Gifted and Talented

The meaning of

jihad

is critical to understanding ten-sions between Islam and the West today. Jihad is a struggle for God and against evil, which may be car-ried out by the heart, the tongue, the pen, the hand, or the sword. One way to understand jihad is to exam-ine Muhammad’s own life. He and his people were threatened with violence. He in turn resorted to vio-

lence against non-Muslims during his lifetime. How-ever, most Muslims view jihad as a personal struggle to live a moral life. Have students research the mean-ing of jihad and its implications for Islam today. Have them give an oral report; then hold a class discussion on the meaning of

jihad

.

L3 Teachings of IslamLike Judaism and Christianity, Islam is monotheistic, based on belief inone God. The Quran (koo RAHN), the sacred text of Islam, teaches thatGod is all-powerful and compassionate. It also states that people areresponsible for their own actions. Islam does not require priests tomediate between the people and God. Muslims believe that God had sentother prophets, including Abraham, Moses, and Jesus, but that Muham-mad was the last and greatest prophet.

Muslims Study the Quran To Muslims, the Quran contains thesacred word of God as revealed to Muhammad. It is the final authority onall matters discussed in the text. The Quran teaches about God’s will andprovides a guide to life. Its ethical standards emphasize honesty, gener-osity, and social justice. It sets harsh penalties for crimes such as steal-ing or murder. According to the Quran, each individual will stand beforeGod on the final judgment day to face either eternal punishment in hellor eternal bliss in paradise.

Muslims believe that the Quran is the direct, unchangeable word ofGod. Because the meaning and poetic beauty of the Quran reside in itsoriginal language, all Muslims, including converts to Islam, learn Arabic.This shared language has helped unite Muslims from many regionsthroughout the world.

Muslims Follow Duties All observant Muslims perform five basicduties, known as the Five Pillars of Islam. The first is to make a declara-tion of faith. The second is to pray five times daily. After a ritual washing,Muslims face the holy city of Mecca to pray. Although Muslims may prayanywhere, they often gather in houses of worship called masjids ormosques. A mosque official called a muezzin (myoo EZ in) calls thefaithful to prayer.

The third pillar is to give charity to the poor. The fourth is to fast fromsunrise to sunset during the holy month of Ramadan—the month inwhich Muhammad received his first revelations from God. The fifthpillar is to make the hajj, or pilgrimage to Mecca, if a person is able. Pil-grims participate in ceremonies commemorating the actions of Muhammad,Abraham, and Abraham’s family. Their simple attire symbolizes theabandonment of the material world for the sake of God.

Another duty is jihad, or struggle in God’s service. Jihad is usually apersonal duty for Muslims, who focus on overcoming immorality withinthemselves. At other times, jihad may be interpreted as a holy war todefend Islam and the Muslim community, much like the Crusades todefend Christianity. However, just holy war may be declared only by thecommunity, not by an individual Muslim or small group.

“People of the Book” Muslims, Jews, and Christians worship thesame God. The Quran teaches that Islam is God’s final and completerevelation, while Hebrew scriptures and the Christian Bible contain por-tions of earlier revelations. Muslims consider Jews and Christians to be“People of the Book,” spiritually superior to polytheistic idol worshipers.Although there have been exceptions, the People of the Book have histor-ically enjoyed religious freedom in many Muslim societies.

What are the duties required of Muslims?

Vocabulary Buildermediate—(MEE dee ayt) v. to act as ago-between

Reading Skill: Identify Main Ideas Copythe web diagram below. As you read, fill in the outer ovals with the teachings of Islam.

Teachingsof Islam




Page 307

Chapter 10 Section 1 307


Islam: A Way of LifeInstruct! Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask them to predict how Islamic law might affirm the beliefs of Islam. Ask stu-dents to provide examples.

! Teach Ask What is Sharia? (the body of Islamic law) What is it based on? (the Quran, Muhammad’s life, Muslim traditions) What does it govern? (moral conduct, family life, business, government, public and private life) Ask students to think of some advan-tages of having laws that affirm certain moral values. Ask Where does the practice of veiling women come from? (from Persia and from the Quran’s teaching that women should dress modestly)

! Quick Activity Use the Think-Write-Pair-Share strategy (TE, p. T23) and ask students to write a sentence on the relationship between morals and legal systems. Then as a class, discuss how the two are related.

Independent PracticeHave students write a letter from a mother who lived in Medina before, dur-ing, and after its people’s conversion to Islam. The letter should be written to her Muslim granddaughter and should describe how women’s lives changed dur-ing this period.

Monitor Progress! To check student understanding, ask

them whether Islam governed daily life more closely than did other religions they have studied. Have them give examples.

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

Answers

Thinking Critically1. declaration of faith: there is no god but God,

Muhammad is the messenger of God; pray five times per day; give money to charity; fast during Ramadan; go on a pilgrimage to Mecca

2. They are the duties required of Muslims, follow-ing Muhammad’s example.

Direct students’ attention to the Infographic on the Five Pillars of Islam. Have students, working in pairs, provide specific examples of how Muslims could carry out each of the five duties. To learn more, have stu-dents look up this topic in the encyclopedia and make a poster of the Five Pillars.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 88! Adapted Section Summary, p. 89

L3L3

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

INFOGRAPHIC

All observant Muslims perform five individual duties, known as the Five Pillars of Islam. These are based on Muhammad’s example. The photograph below shows pilgrims praying at the Kaaba, the most important temple of Islam. Whenever Muslims pray, they face the Kaaba, which is located in Mecca. Find Mecca on the map and then read about the Five Pillars of Islam.

1. Declaration of Faith

The Muslim profession of faith is called the shahada. It states, “There is no god but God, Muhammad is the messenger of God.” Muslims believe that God had sent other prophets, including Abraham, Moses, and Jesus, but that Muhammad was the last and greatest prophet.

2. Daily Prayer

Muslims pray five times each day. After a ritual washing, they face Mecca and perform specific actions as they pray.

3. Alms for the PoorMuslims care for others by giving charity to the poor. In some Muslim countries, money is collected in the form of a tax called the zakat.Other Muslims give individual donations.

4. Fast During RamadanMuslims fast from sun- rise to sunset during the holy month of Ramadan. The sick and very young children are not required to fast. The children below are celebrating the end of Ramadan.

5. HajjMuslims who are physically and financ-ially able must make a pilgrimage to pray at the Kaaba in Mecca at least once. More than two million Muslims visit Mecca each year for this purpose. Pilgrims wear simple garments that erase cultural and class differences so that all stand equal before God.

Mount Hira

Tigris

Euphrates R.

R.

Nile

R.

ArabianSea

Red Sea

Pers ian Gulf

Gulf of Aden

Mecca

Medina

Jerusalem

Syria

Yemen

PERSIAN EMPIRE

BYZANTIN

EEM

PIRE

A R A B I A N P E N I N S U L A

A r a b i a nD e s e r t

Rub Al Khali

(Empty Quarter)

50° E

10°N

20°N

40°E

N

S

EW

2000 400 mi

2000 400 km

Miller ProjectionMuslim lands by 632Boundary of ByzantineempireRoute of Hijra

Thinking Critically1. Summarize Describe the Five

Pillars of Islam.2. Draw Inferences Why do

Muslims perform the Five Pillars?

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Page 308

308


L4

L2

L1

L3

L1 L2

Assess and Reteach

Assess Progress

!

Have students complete the Section Assessment.

!

Administer the Section Quiz.


p. 61

!

To further assess student under-standing, use

Progress Monitoring Transparencies,

39

Reteach

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


p. 89

Adapted Reading and Note Taking Study Guide,

p. 89

Spanish Reading and Note Taking Study Guide,

p. 89

Extend

Buddha and Muhammad both founded religions, but Buddha was a prince, while Muhammad was an orphan. Have stu-dents research and write an essay com-paring their lives, their revelations, the key principles they taught, and their methods of disseminating their beliefs.

Answers

Caption

It suggests that women, as well as men, had the right to appear before a court of law. However, the man’s word was worth more than the woman’s.

Islam prohibited killing daughters, gave women some legal rights, encouraged education for girls, and required women to dress modestly.

Section 1 Assessment

1.

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

2.

belief in one God, equality of believers, struggle in God’s service, tolerance of Jews and Christians, Five Pillars

3.

They feared his teaching about one God would ruin profits from the pilgrims who came to Mecca to worship many gods.

4.

Mecca is the home of the Kaaba, which is Islam’s most holy place.

5.

The Quran is the final word on all matters and explains proper behavior. Sharia applies the teachings of the Quran to daily life and regulates Muslim society.

6.

equality of all believers, the importance of charity, and not needing priests to com-mune with God.

"

Writing About History

Students’ lists should include categories that relate to both religions (or all three), and topics should be suitable for develop-ment in a comparison-contrast essay.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code naa-1011.

L3

L2

11

Islam: A Way of LifeIslam is both a religion and a way of life. Its teachings shape the lives ofMuslims around the world. Islamic law governs daily life, and Muslimtraditions determine ethical behavior and influence family relations.

Sharia—Islamic System of Law Over time, Muslim scholars devel-oped the Sharia, a body of law that includes interpretation of theQuran, examples of behavior from Muhammad’s life, and Muslim tradi-tions. Similar to Jewish law, the Sharia regulates moral conduct, familylife, business practices, government, and other aspects of individual andcommunity life. It does not separate religion from criminal or civil law,but applies religious principles to all legal situations. Just as the Quranunifies Muslim beliefs, the Sharia unites Muslims under a common legalframework.

Impact of Islam on Women Before Islam, the position of women inArab society varied. In some communities, women were active in reli-gion, trade, or politics. As in most societies at that time, however, mostwomen had limited rights. Arab women could not inherit property andhad to obey a male guardian. Among a few tribes, unwanted daughterswere sometimes killed at birth.

Islam extended rights and protection to women by affirming the spiri-tual equality of all Muslims. The Quran teaches that “Whoever does right,whether male or female, and is a believer, all such will enter the Garden.”The Quran prohibited the killing of daughters, granted women an inherit-ance, and allowed women to reject a marriage offer. Islam also encouragededucation for men and women so that all Muslims could study the Quran.

Although spiritually equal under Islam, men and women had differentroles and rights. For example, women inherited less than men and had amore difficult time getting a divorce. As Islam spread, Muslims adoptedpractices of conquered peoples. For example, the practices of veilingupper-class women and secluding them in a separate part of the homewere Persian customs. The Quran says that women should dress mod-estly, which has been interpreted in multiple ways. Still, women’s livesvaried according to region and class. In rural areas, peasant women oftenneeded to work and did not wear a veil, but took care to dress modestly.

How did Islam affect Muslim women?

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: Recognize Sequence and Identify Main Ideas Use your completed timeline and web diagram to answer the Focus Question: What mes-sages, or teachings, did Muhammad spread through Islam?

Comprehension and Critical Thinking3. Identify Point of View Why were

merchants in Mecca at first opposed to Muhammad’s teachings?

4. Determine Relevance Why do Mus-lims consider Mecca sacred?

5. Recognize Ideologies How do the Quran and Sharia guide Muslims?

6. Draw Inferences Which aspects of Islam would have appealed to the poor, enslaved, and isolated—many of the first Muslim converts? Explain.

" Writing About HistoryQuick Write: Choose a Topic Compare and contrast one tradition of Islam (reli-gious holidays, for example) to a similar tradition within Judaism and/or Christian-ity. First, choose a topic to compare and contrast. To do so, write a list of the cate-gories from which you can choose a topic to research for both religions. Refer to this list as you collect the facts and details you need to write a compare-and-contrast essay.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1011

Vocabulary Builderaffirm—(uh FURM) v. to judge as valid

Islamic Law CourtIn this painting, a man and his son seek a decision before a judge, who is seated. What does this picture suggest about the judge’s status within the legal system?

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Chapter 10 Page 309

309

History Background

The Quran

Objectives

!

Describe the purpose and content of the Quran.

!

Understand the role of the Quran in shaping the lives of Muslims.

Quran

Quran

means “recitation,” and Muhammad, who was illiterate, orally recited the words as they were revealed to him. They were later written down by his followers. The Quran contains rhymed or semi-rhymed verses whose grace and poetry are difficult to translate. Devout Muslims try to memorize the entire book. Before touching the Quran, Muslims ritually cleanse and prepare in mind, body, and spirit. Veneration of the

Quran is also expressed in the ornate calligraphy and decoration of each page. The Quran includes the teach-ings of earlier Jewish and Christian “prophets” such as Noah, Moses, Abraham, Solomon, Jesus, and John the Baptist. Many Qurans, like the one on this page, have a wide margin so readers may turn the pages without touching the words. The leather cover also protects it from damage.

L3

Thinking Critically

1.

to relatives, orphans, the needy, travelers, and beggars, and to ransom captives

2.

when a person is ill or traveling

3.

It encourages belief in God, prayer, charity, and fasting—all of the pillars except the hajj.

Build Background Knowledge

Ask students to recall what they know about the creation, purpose, and content of the Quran. Ask them to predict what sort of language they would find in the Quran.

Instruct

!

Ask

Do Muslims believe Muhammad wrote the Quran?

(No, they believe it is the word of God, as it was revealed to Muhammad.)

What is the main pur-pose of the verses included in the excerpt?

(to guide the behavior of believers)

What is the first require-ment for righteousness?

(belief in God)

!

Ask

What event does Ramadan commemorate?

(the revelation of the Quran)

What do believers do during Ramadan?

(fast and pray)

Ask

What other religions include fasting or bodily deprivation?

(many)

Ask

Why do you think so many religions include traditions of fasting?

(It reduces attention to the mundane and refocuses attention on the spiritual.)

Point out that when Muslims break the fast at sundown, they are extremely grateful for the food they eat.

Monitor Progress

Ask students to compare the Quran selections to the sacred texts of other religions with which they are familiar. Point out that the Quran is meant to be recited aloud in Arabic.

The QuranThe Quran, the holy scriptures of Islam, contains 114 suras,or chapters, which are divided into verses. Muslims believe that the Quran is the word of God as revealed to Muhammad. They also believe that God instructed Muhammad to arrange the chapters into the order in which they appear. The following excerpts from the Quran tell Muslims how to be righteous and faithful. They also encourage believers to fast and observe the holy month of Ramadan.

ighteousness does not consist in whether you face towards the Eastor the West. The righteous man is he who believes in God and the

Last Day, in the angels and the Book [Scriptures] and the prophets; who,though he loves it dearly, gives away his wealth to kinsfolk, to orphans,to the destitute, to the traveller in need and to beggars, and for theredemption1 of captives; who attends to his prayers and renders the alms2

levy; who is true to his promises and steadfast in trial and adversityand in times of war. Such are the true believers; such are the God–fearing.—The Quran 2:177

Believers, fasting is decreed for you as it was decreed for those beforeyou; perchance you will guard yourselves against evil. Fast a certainnumber of days, but if any one among you is ill or on a journey, let him fasta similar number of days later; and for those that cannot endure it there isa penance ordained: the feeding of a poor man. He that does good of hisown accord shall be well rewarded; but to fast is better for you, if you butknew it.

In the month of Ramadan the [Quran] was revealed, a book of guidancefor mankind with proofs of guidance distinguishing right from wrong.Therefore whoever of you is present in that month let him fast. But he whois ill or on a journey shall fast a similar number of days later on.

God desires your well-being, not your discomfort. He desires you to fastthe whole month so that you may magnify God and render thanks to Himfor giving you His guidance. —The Quran 2:183–185

R

1. redemption (rih DEMP shun) n. freedom from enslavement or captivity by payment of ransom2. alms (ahmz) n. charity given freely to the poor

Thinking Critically1. Summarize Information According to

the excerpt above, to whom should righteous people give their wealth?

2. Analyze Information In which situation can a righteous person avoid fasting during Ramadan?

3. Apply Information How does this passage from the Quran support the Five Pillars of Islam?

At the top, the intricate pattern of this Quran illustration echoes the calligraphy at the center, and, below, a young woman reads the Quran.

The wide borders on the pages of this Quran ensure that the reader’s fingers will not touch the sacred text.

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Vocabulary Builder

22SECTION

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.

! Explain how Muslims were able to con-quer many lands.

! Identify the divisions that emerged within Islam.

! Describe the rise of the Umayyad and Abbasid dynasties.

! Explain why the Abbasid empire declined.

Prepare to Read

Build Background KnowledgeAsk students to recall the battles fought during Muhammad’s lifetime. Ask them what factors helped determine the out-come of those battles. Then ask them to predict how Muslim armies would fare in the future and why.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY


AUDIO

Witness History Audio CD, Nomadic Raids

Ask What was the purpose of the early raids? (to take the livestock of other tribes) How did the Muslim empire expand? (by raiding expedi-tions that moved farther and farther away from the Arabian desert)

! 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 2 Assessment answers.)

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

!

Have students read this section using the Guided Questioning strategy (TE p. T20) As they read, have students fill in the timeline sequencing events from the spread of Islam and the rise and fall of Muslim empires.


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

schism, p. 312 n. a formal division or separationThe schism in the political party resulted in the formation of two smaller parties.

mystic, p. 312 n. a person who seeks divine wisdom and spiritual truthShe became a mystic, eating very little and seeking union with God.

L3

L3

22

Objectives• Explain how Muslims were able to conquer

many lands.• Identify the divisions that emerged within Islam.• Describe the rise of the Umayyad and Abbasid

dynasties.• Explain why the Abbasid empire declined.

Building a Muslim Empire

Terms, People, and PlacesAbu BakrcaliphSunniShiiteSufis

UmayyadsAbbasidsBaghdadminaretsultan

Reading Skill: Recognize Sequence Copy the timeline below. As you read, fill in the timeline with major events concerning the spread of Islam and the rise and fall of Muslim empires.

The death of Muhammad plunged his followers into grief. Muham-mad had been a pious man and a powerful leader. No one else hadever been able to unify so many Arab tribes. Could the communityof Muslims survive without him?

Early Challenges to IslamMuslims faced a problem when Muhammad died because he hadnot named a successor to lead the community. Eventually, theyagreed that Abu Bakr (uh BOO BAK ur), Muhammad’s father-in-law and an early convert to Islam, should be the first caliph, orsuccessor to Muhammad. Abu Bakr sternly told the faithful, “Ifyou worship Muhammad, Muhammad is dead. If you worship God,God is alive.”

Arabs Unite Under Islam Abu Bakr faced an immediate crisis.The loyalty of some Arab tribal leaders had been dependent onMuhammad’s personal command. They refused to follow Abu Bakrand withdrew their loyalty to Islam. After several battles with thewavering tribes, Abu Bakr succeeded in reuniting the Muslims,based on their allegiance to Islam. Once reunited, the Muslims setout on a remarkable series of military campaigns. They began byconverting the remaining Arab tribes to Islam, which ended warfarebetween Arabs and united them under one leader.

Muslim soldiers pitching a tent

Nomadic Raids

“ For centuries nomadic Arab tribes had been in the habit of making raids or razzias on other tribes. The usual aim was to drive off the camels or other live-stock of the opponents. The favorite plan was to make a surprise attack with overwhelming force on a small section of the other tribe. In such circumstances it was no disgrace to the persons attacked if they made their escape; and so in many razzias there was little loss of life. . . . From the standpoint of the Mus-lims, the crossing of the straits of Gibraltar in 711 was . . . one more in a series of raiding expeditions which had been pushing ever farther afield. . . . After experiencing one or more such raiding expeditions the inhabitants of the countries traversed usually sur-rendered and became protected allies.”—from The Influence of Islam on Medieval Europe, by W. Montgomery Watt

Focus Question How did Muhammad’s successors extend Muslim rule and spread Islam?


600 800 1000 1200 1400

711Arabs reach Spain.

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Chapter 10 Section

2

311

Connect to Our World

Teach

Early Challenges to Islam

Instruct

!


Ask students to find the term

caliph

(in blue) in the text and define its meaning. Ask them to predict what criteria Muslims might use to select a caliph.

!

Teach

Ask

Who was Abu Bakr?

(Muhammad’s father-in-law, Islam’s first caliph)

Why did Abu Bakr emphasize that Muhammad was dead?

(so Muslims would not worship Muhammad as a god and would accept Abu Bakr as his successor)

Ask

How did Abu Bakr reunite the Muslims?

(through alliances and war)

Ask

What strengths did the Muslims have in warfare?

(skills in desert warfare; fast cavalry on horses and camels; surprise, speed, and maneuverability; belief that God was on their side)

Ask

Why were the Byzantine and Persian empires weakened?

(They had been fighting each other.)

!

Quick Activity

Display

Color Trans-parency 63: The Spread of Islam.

Have students trace the spread of Islam and the Muslim empire under the first four caliphs. Ask them how long it took Muslims to conquer this vast territory. Have them compare it with the map of the empire of Alexander the Great.


63


Have students write a short paragraph answering the question

What happened after Muhammad died?

Monitor Progress

To check students’ understanding, ask them why the Byzantines and Persians were so surprised by the Arab attacks.

(The Arabs had never before united.)

Answers

After Abu Bakr united Muslims through alli-ances and war, the united Arab tribes surprised and defeated the Byzantines and Persians.

Caption

Building in Jerusalem, the holy city of Judaism and Christianity, sent a signal that Islam was a major religion that was going to last.

Connections to Today

The Dome of the Rock, with its gold dome and beautiful mosaics, was built around 691, after Muslims captured Jerusalem, to mark the site of Muhammad’s ascent into heaven, according to Muslim belief. However, the site already had a history. Muslims believe it was where Abraham built an altar to sacrifice Ishmael. It is where Solomon built the Israelites’ First Temple. After Nebuchadnezzar

destroyed it, the Second Temple was built on the site, one retaining wall of which remains today and is ven-erated by Jews (the Western Wall). Have students research and write a report on the history of the Dome of the Rock and the controversy today over control of the site. Then have students discuss possible solutions to preserve peace in Jerusalem.

L3


Early Victories Under the first four caliphs, the Arab Muslimsmarched from victory to victory against two great empires on their bor-ders. The Byzantines and Persians had competed with each other overcontrol of lands in the Middle East. Once the Arabs united, they sur-prised their neighbors, conquering great portions of the Byzantineempire and defeating the Persians entirely. First, they took the provincesof Syria and Palestine from the Byzantines, including the cities of Dam-ascus and Jerusalem. Then, they captured the weakened Persian empireand swept into Byzantine Egypt.

How did Muslims overcome early challenges to Islam?

Divisions Emerge Within IslamWhen Muhammad died, Muslims disagreed about who should be chosen tobe the leader of the community. The split between Sunni (SOO nee) andShiite (SHEE yt) Muslims had a profound impact on later Islamic history.

Sunnis and Shiites One group of Muslims felt that Muhammad had des-ignated his son-in-law, Ali, to be his successor. They were called Shiites,after shi’at Ali, or followers of Ali. Shiites believe that the true successorsto Muhammad are the descendants of Ali and Muhammad’s daughter,Fatima. They believe that these descendants, called Imams, are divinelyinspired religious leaders, who are empowered to interpret the Quran andthe actions of Muhammad. Another group felt that any good Muslim couldlead the community, since there could be no prophet after Muhammad.This group soon divided and fought among themselves as well as withothers over issues of who could be defined as a “good” Muslim.

The majority of Muslims eventually compromised around the view that the successor to Muhammad should be a pious male Muslim from Muhammad’s tribe. This successor is called a caliph and is viewed as a political leader of the religious community, without any divine or prophetic functions. The compromise group, which forms the majority of Muslims in the world today, are known as Sunnis, since they follow the custom of the commu-nity, or sunna. The Sunni believe that inspi-ration comes from the example of Muhammad as recorded by his early followers.

Reading Skill: Compare and Contrast Copy the Venn diagram below. As you read, fill in the diagram with points on which Sunni and Shiite Muslims agree and differ.

Sunni Shiite

The Dome of the RockThe Dome of the Rock in Jerusalem is the oldest surviving Islamic building. Construction began soon after Muslims captured Jerusalem. According to Muslim teaching, Muhammad ascended to heaven from the rock inside this building. Why was it important for Muslims to build in Jerusalem?

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312


History Background

Divisions Emerge Within Islam

Instruct

!

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder terms and definitions. Point out that a schism is like a divorce. Ask students how believers might feel toward each other after a religious schism.

(bitter)

Then ask students for examples of mystics from other reli-gions they have studied.

(Buddha, Hildegard of Bingen, Francis of Assisi)

!

Teach

Ask

What kind of caliph did the Sunnis want?

(a political leader)

What kind of caliph did the Shiites want?

(a descendant of Muhammad’s daughter Fatima and son-in-law Ali, and a religious leader)

Was Muham-mad a political, a religious, or a military leader?

(all of these)

Point out the difficulty in finding a successor who could be all three.

!

Quick Activity

Display

Color Trans-parency 60: Sufi Worship.

Explain that dance and poetry were ways to achieve communion with God. Ask stu-dents to think of ways other religions achieve these goals.

(music, revivals, cathedrals, art, incense, etc.)


60


!

Have students fill in the Venn diagram comparing Sunni and Shiite beliefs.


p. 90

!

Divide students into three groups for Sunnis, Shiites, and Sufis. Have each group create a poster detailing beliefs, history, and locations today.

Monitor Progress

!

Ask students how Sufis differed from other Muslims.

!

As students complete their Venn dia-grams, circulate to make sure they understand the differences between Sunnis and Shiites. For a completed version of the Venn diagram, see


88B

Answer

Sunnis wanted a political leader as caliph; Shiites wanted a religious leader and a descen-dant of Fatima and Ali. Later, they evolved dif-ferent practices and laws.

Sufi Mystics

Sufis differ in some beliefs and prac-tice, but they believe that basic teachings on divine love underlie every religion. An early and highly influ-ential Sufi mystic, Rabia al-Adawiyya, was a woman and former slave from Basra. Rabia lived an ascetic life of poverty, fasting, and prayer in a desert cave, striving for a direct experience of God and God’s love. A later Sufi mystic, Jalal al-Din Rumi, wrote lyric

poems to God, whom he called the Beloved. His work includes poems, stories, and reflections, both humor-ous and profound, designed to illustrate Sufi beliefs. Rumi also founded a school of Sufism that, unlike mainstream Islam, emphasized dancing and music. Due to the modern translations by Tennessee poet Coleman Barks, Rumi is widely read in the United States today.

L3

History Background

Like the schism between Roman Catholic and Eastern OrthodoxChristians, the division between Sunni and Shiite Muslims has survivedto the present day. Members of both branches of Islam believe in thesame God, look to the Quran for guidance, and follow the Pillars of Islam.However, Sunnis and Shiites differ in such areas as religious practice,law, and daily life. Today, about 90 percent of Muslims are Sunni. MostShiites live in Iran, Lebanon, Iraq, and Yemen. The Shiite branch itselfhas further split into several different subgroups.

Over the centuries, the division between Sunnis and Shiites wassometimes a source of conflict. When Sunni rulers held power, they oftenfavored other Sunnis and deprived Shiites of wealth and power. WhenShiites gained power, Sunnis often stood to lose. This sometimes bitterrivalry remains a source of tension in the Middle East today.

Sufis In both the Sunni and Shiite branches of Islam, a group called theSufis emerged. Sufis are Muslim mystics who sought communion withGod through meditation, fasting, and other rituals. Sufis were respectedfor their piety and some were believed to have miraculous powers.

Like Christian monks and nuns, some Sufis helped spread Islamby traveling, preaching, and being good examples to others. They carriedthe faith to remote villages, where they blended local traditions andbeliefs into Muslim culture.

Describe differences between Sunni and Shiite Muslims.

Umayyad Caliphs Build an EmpireAfter the death of Ali, a powerful Meccan clan set up the Umayyad (ooMY ad) caliphate, a dynasty of Sunni caliphs that ruled the Muslimempire until 750. From their capital at Damascus in Syria, they directedthe spectacular conquests that extended Arab rule from Spain andMorocco in the west to the Indus River Valley in the east. Their con-quests enabled the spread of Islam and Muslim civilization.

Expanding the Muslim Empire From Egypt, Arab Muslim armiesmoved west, defeating Byzantine forces across North Africa. In 711,Muslim forces crossed the Strait of Gibraltar and conquered Spain. In731, a Muslim army moved north into France to settle new areas. There,Frankish forces defeated the Muslims at the battle of Tours. Muslimsruled parts of Spain for centuries, but advanced no farther into Europe.Elsewhere, Muslim forces besieged the Byzantine capital of Constantino-ple, but failed to take the well-defended city.

Reasons for Muslim Success Several factors can explain the seriesof Muslim victories. One factor was the weakness of the Byzantine andPersian empires. The longtime rivals had fought each other to exhaus-tion. Many people also welcomed the Arabs as liberators from harsh Byz-antine or Persian rule. Another factor was the Arabs’ bold, efficientfighting methods. The Bedouin camel and horse cavalry mounted aggres-sive and mobile offensives that overwhelmed more traditional armies.

Under the first four caliphs, Muslims knitted a patchwork of competingtribes into a unified state. Belief in Islam and the desire to glorify the newreligion spurred the Muslim armies to victory. As the empire expanded,the rulers created an orderly system of administration.

Vocabulary Builderschism—(SIZ um) n. a formal division or separation

Vocabulary Buildermystic—(MIS tik) n. a person who seeks divine wisdom and spiritual truth

A Whirling DervishWhirling Dervishes are Sufi mystics who dance as a form of prayer.




Chapter 10 Section

2

313


Umayyad Caliphs Build an Empire

Instruct

!


Write the word

caliphate

on the board and ask stu-dents to define it.

(dominion or rule of a caliph or caliphs)

Remind students that a caliphate was spiritual, political, and military.

!

Teach

Ask

When did the Umayyad caliphate begin?

(when Ali died in 661)

What ended Muslim expansion into France?

(defeat at the battle of Tours)

Have students locate Tours on the map in this section. Ask

Why were the Byzantine and Persian empires weak?

(They had fought each other to exhaustion.)

Why did people convert to Islam?

(to gain power or wealth, because of its simple message, because it seemed favored by God, or because it promised equality)

!

Quick Activity

Create a chart on the board with two columns, labeled

Advantages of Umayyad Rule and Dis-advantages of Umayyad Rule

. Create four rows for Sunni Arabs, Shiite Arabs, non-Arab Muslims, and non-Muslims. Have students volunteer information to fill in the chart (includ-ing reasons for the decline of the caliphate).


!

Have students fill in the Outline Map

The Spread of Islam

.


p. 73

!

Primary Source

To help students bet-ter understand Muslim treatment of non-Muslims, have them read the “Pact of Umar” and answer the questions on the worksheet.


p. 69

Monitor Progress

!

Circulate to make sure students are fill-ing in their Outline Maps accurately.

!

Make sure students are continuing to fill in their timelines. For a completed version of the timeline, see


88A

Answer

Caption

People of other faiths lived and worked there.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

To help students learn the many difficult names and terms, have them write each name or term on a 3

!

by 5

!

card and write the definition and notes or draw pictures on the back to help them remember it. They may include other words in addition to those listed at the start of the section. Then have them work in pairs to learn and test their memories of the terms.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

!

Adapted Note Taking Study Guide, p. 90

!

Adapted Section Summary, p. 91

L3

A Jewish ApothecaryA Jewish apothecary, or pharmacist, dispenses medicine in a Spanish market. What does this picture tell you about Muslim regions?

Treatment of Conquered People The advancing Arabs broughtmany people under their rule. These Arabs imposed certain restrictionsand a special tax on non-Muslims, but allowed Christians, Jews, and Zoro-astrians to practice their own faiths and follow their own religious customswithin those restrictions. Early Umayyads did not attempt to convertthese “People of the Book,” because the tax supported the Arab troops whosettled in conquered areas. As Muslim civilization developed, many Jewsand Christians played key roles as officials, doctors, and translators. Mus-lim leaders wisely prohibited looting and destruction of conquered lands,ensuring continued wealth and prosperity for the empire in the form oftribute and taxes. However, the rulers also urged Arab settlers to stay sep-arate from the native populations, which created an Arab upper classthroughout the empire.

In time, many non-Muslims converted to Islam. Some converted to gainpolitical or economic advantages. However, many were drawn to Islam’ssimple and direct message, and they saw its triumph as a sign of God’sfavor. Many of the nomadic peoples in North Africa and Central Asia choseIslam immediately. Unlike some religions, Islam had no religious hierar-chy or class of priests. In principle, it emphasized the equality of all believ-ers, regardless of race, gender, class, or wealth. In later centuries, Turkishand Mongol converts helped spread Islam far across Asia.

Decline of the Umayyad Caliphate As military victories and negoti-ation expanded the Muslim empire, the Umayyads faced numerous prob-lems. First, Arabs had to adapt from living in the desert to ruling largecities and huge territories. In many ways, the caliphs ruled like powerfultribal leaders, rather than kings with large bureaucracies. To govern theirempire, the Umayyads often relied on local officials. Although they helpedgovern the empire, non-Arabs often did not have the same privileges thatArabs had, even if they converted to Islam.

While conquests continued, vast wealth flowed into Umayyad hands.When conquests slowed in the 700s, economic tensions increasedbetween wealthy Arabs and those who had less. In addition, more andmore resources were used to support the caliphs’ luxurious lifestyle. Bythe eighth century, many Muslims criticized the court at Damascus forabandoning the simple ways of the early caliphs. Shiites considered theUmayyad caliphs to be illegitimate rulers of the Islamic community.

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314


History Background

Rise of the Abbasids

Instruct

!

Introduce

Discuss Harun al-Rashid’s gifts to Charlemagne. Using the Idea Wave strategy (TE, p. T22), discuss what message these gifts would send to the rival emperor.

!

Teach

Ask

Which groups helped Abu al-Abbas gain power?

(Shiites, non-Arab Muslims)

What was the Abbasid capital?

(Baghdad)

Have students describe Baghdad under Abbasid rule.

(a center of beauty, wealth, and culture)

Ask

Who used minarets, when, and why?

(muez-zins used them five times a day for the call to prayer)

Who was Harun al-Rashid?

(Abbasid ruler who promoted culture and learning)

!


Have stu-dents look at the map and discuss why al-Mansur chose Baghdad as his capi-tal.

(more centrally located, on a river)

Ask how his choice symbolized one of the key differences between the Abbasids and the Umayyads.

(symbolized the move away from Arab domination)


Have students finish filling in the Outline Map of the Spread of Islam.


p. 73

Monitor Progress

!

Circulate to make sure students are completing their Outline Maps accu-rately. Administer the Geography Quiz.


p. 75

!

Make sure students are continuing to fill in their timelines, from the begin-ning of this section. For a completed version of the timeline, see


88A

Answers

weakness of nearby empires, effective fighting methods, an orderly, unified state, and fair treatment of conquered peoples

BIOGRAPHY

He invited poets, scholars, philosophers, and artists from all over the Mus-lim world to come to Baghdad and provided them with rich rewards for their work.

Looking Ahead

As the 1200s drew to a close, the Muslim empire had further fragmented. Independent Muslim states were scattered across North Africa and Spain, while a Mongol khan ruled the Middle East. After five centuries of relative unity, Muslim regions were as politically divided as Christian Europe.

Although the empire crumbled, Islam linked diverse people across a large area that Muslims called the

Dar al-Islam

, or “Abode of Islam.” In the future, other great Muslim empires would arise in the Middle East and India. Muslims also benefited from an advanced civilization that had taken root under the Abbasids.

L3

History Background

Unrest also grew among non-Arab converts to Islam, who had fewerrights than Arabs.

What are three reasons for the success of Muslim conquests?

Rise of the AbbasidsDiscontented Muslims found a leader in Abu al-Abbas, descended fromMuhammad’s uncle. With strong support from Shiite and non-Arab Mus-lims, he captured Damascus in 750. Soon after, he had members of thedefeated Umayyad family killed. Only one survived, escaping to Spain.Abu al-Abbas then founded the Abbasid (uh BAS id) dynasty, whichlasted until 1258.

Changes Under the Abbasids The Abbasid dynasty tried to createan empire based on the equality of all Muslims. The new rulers haltedthe large military conquests, ending the dominance of the Arab militaryclass. Under the early Abbasids, the empire of the caliphs reached itsgreatest wealth and power, and Muslim civilization flourished. Underthe Abbasids, Islam became a more diverse religion because discrimina-tion against non-Arab Muslims ended. Official policy encouraged conver-sion to Islam and treated all Muslims equally. The Abbassids created amore sophisticated bureaucracy and encouraged learning.

The Abbasids also moved the capital from Damascus to Baghdad, asmall market town on the banks of the Tigris river. This move into Per-sian territory allowed Persian officials to hold important offices in thecaliph’s government. It also allowed Persian traditions to influence thedevelopment of the caliphate. Although these traditions strongly influ-enced Arab culture, Islam remained the religion of the empire andArabic its language. The most important official was known as the vizier,or the head of the bureaucracy, a position that had existed in Persiangovernment.

Splendors of Baghdad The second Abbasid caliph,al-Mansur, chose Baghdad as the site of his new cap-ital. The walls formed a circle, with the caliph’s palacein the center. Poets, scholars, philosophers, and enter-tainers from all over the Muslim world flocked to theAbbasid court. Under the Abbasids, Baghdadexceeded Constantinople in size and wealth. Visitorsno doubt felt that Baghdad deserved its title “City ofPeace, Gift of God, Paradise on Earth.”

The city was beautiful, with many markets, gar-dens, the palace, and mosques. Domes and minarets(min uh RETS), slender towers of the mosques, loomedoverhead. Five times each day, muezzins climbed tothe tops of the minarets and called the faithful toprayer. Merchants sold goods from Africa, Asia, andEurope. The palace of the caliph bustled with activity.

Muslim Culture in Spain The surviving member ofthe Umayyad family had fled to Spain and establishedan independent Muslim state. There, Muslim rulerspresided over brilliant courts, where the arts and

BIOGRAPHYBIOGRAPHYHarun al-Rashid

The city of Baghdad reached its peakunder the reign of Caliph Harun al-Rashid(763?–809), who ruled from 786 to 809.Both Europeans and his own subjectsadmired Harun as a model ruler. Manystories and legends recall Harun’s wealth,generosity, and support of learning. Poets,physicians, philosophers, and artists allgathered at his court in Baghdad. Onestory tells how Harun rewarded a favoritepoet with a robe of honor, a splendidhorse, and 5,000 dirhams—a vast sum ofmoney.

Harun used his generosityto create closer ties withother rulers. He sent theFrankish king Charlemagneseveral gifts, including amechanical clock and anelephant. Harun hoped thatthe Franks would join him inan alliance against the rivalUmayyad ruler in Spain.

Despite his lavishness andgenerosity, Harun amassed agreat fortune. At his death, hehad millions of dirhams, plushuge stores of jewels andgold. How did Harun helpmake Baghdad a majorcenter of Muslim culture?

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Chapter 10 Section 2 315


The Muslim Empire DeclinesInstruct! Introduce: Key Terms Ask students

to find the key term sultan (in blue) in the text and define its meaning. Ask them to compare a sultan with a caliph. (Both ruled Muslim states, but a sultan was not a religious leader.)

! Teach Ask What two places in Europe were ruled by Muslims? (Spain and Sicily) How were non-Muslims treated? (They were toler-ated.) What did the Seljuk Turks and the Mongols have in common? (came from Central Asia, conquered Baghdad, and adopted Islam) What happened to the Muslim empire? (It fragmented into many small states.)

! Analyzing the Visuals Direct stu-dents’ attention to the photograph of Córdoba in this section. Point out the horseshoe arches and domes. Explain that the red and white arches are made of alternating brick and stone. Ask stu-dents what statement these buildings made to Europeans about Muslim civilization.

Independent PracticeDivide students into six groups to research the Seljuk Turks, the crusaders, Saladin, Genghis Khan, Hulagu, and Tamerlane. Have each group create an illustrated poster explaining who their subjects were, how they affected the Muslim empire, and how Islam affected them. Use the Numbered Heads strategy (TE, p. T23) and have groups share their posters with the class.

Monitor Progress! Ask students to summarize what

caused the decline of the Muslim empire. (fragmentation from within and invasion from outside forces)

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

Answers

Map Skills1. Review locations with students.2. between 661 and 7503. Sample: Muslim control of the land around the

Mediterranean allowed merchants to travel safely through the region. All Muslims learned Arabic, making communication easier.

Connections to Today During centuries of Muslim rule, Spain was a center of art, learning, and religious tolerance. Its Muslim heritage is evidenced today in the magnificent architecture of Granada, Córdoba, and Seville. Traces also remain in the lan-guage; the Spanish word for “tile,” azulejo, comes from the Arabic for “blue,” azul. In 1492, Queen

Isabella and King Ferdinand drove the Moors out of Spain and persecuted Muslims and Jews. Spain lost many of its finest artists, intellectuals, and merchants. Today, due to migration of Moroccans from North Africa, Spain has again become home to nearly half a million Muslims.

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800700600 900 1000 1100639–642

Arabs conquerEgypt.

711Muslims enter Spain.

661– 750Umayyad Caliphate

756–1031Umayyad Spain

850Abbasid empire begins to fragment.

750–1258Abbasid Caliphate

circa 1050Seljuk Turks begin invasions

of Muslim regions.

632Death of

Muhammad

732Franks defeat Muslim forces at the battle of Tours.

682Arab armies reach Morocco.

651Persian Empirefalls to Arabs.

750– 850Golden Age of Muslim civilization

JerusalemTripoli

Constantinople

Damascus

Cairo

Baghdad

Medina

Mecca

Isfahan

Tours

Tunis

Rome Bukhara

Samarkand

Granada

Córdoba

Fez

Alexandria

Red Sea

Nile

Black Sea

AralSea

Mediter ranean Sea

Euphrates

Caspian

Sea

Persian GulfR.

Indian Ocean

TigrisR

.R.

DanubeRiver

Strait ofGibraltar

Gulf of Aden

ArabianSea

Volga R.

Oxus R.

Jaxartes R.

Indu

s R.

ASIA

EUROPE

NORTHAFRICA

Rub Al Khali

QARAKHANIDS(922–1211)

UMAYYADS(756–1031)

IDRISIDS(789–921)

FATIMIDS(909–1171)

ZAIDI IMAMS(FROM 860)

SAMANIDS(819–999)

BUYIDS(932–1055)

SAFFARIDS(867–1495)

SPAIN

EGYPT

FRANCE

ARABIA

MOROCCO

NUBIA

AXUM

YEMEN

SYRIA

PERSIANEMPIRE30° E

45° E

60° E

45° N

15° N

Muslim lands at death of Muhammad, 632Lands conquered by Muslims under first four caliphs, 632–661Lands conquered by Muslims under Umayyad caliphs, 661–750Muslim world, circa 1000Boundary of Byzantine empire, 632Abbasid Caliphate at its greatest extent, circa 800

Muslim dynasties, with datesFATIMIDS(909–1171)

2000 400 mi

2000 400 km

Miller Projection

N

S

EW

Spread of IslamFor: Interactive mapWeb Code: nap-1021

Map Skills In less than 150 years, Muslim rule spread from Arabia across southwest Asia and North Africa and into Europe.1. Locate (a) Damascus (b) Baghdad

(c) Persia (d) Cairo (e) Constantinople (f) Córdoba (g) Tours

2. Region During what period did Spain come under Muslim rule?

3. Apply Information How might the spread of Islam have contributed to Muslim success in trade?

! The Great Mosque and town of Kairouan, Tunisia

Interior view of the Great Mosque of Córdoba, Spain "

! Courtyard of the Umayyad Mosque in Damascus

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Assess and Reteach

Assess Progress! Have students complete the

Section Assessment.

! Administer the Section Quiz.

Teaching Resources, Unit 2, p. 62

! To further assess student under-standing, use

Progress Monitoring Transparencies, 40

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


Adapted Reading and Note Taking Study Guide, p. 91

Spanish Reading and Note Taking Study Guide, p. 91

ExtendHave students research and write a report on how tensions between Sunni and Shiite Muslims are affecting the internal and external relations of one of the following countries: Iraq, Iran, Leba-non, Yemen, or Azerbaijan.

Answers

by increasing tolerance to other religions, end-ing discrimination against non-Arab Muslims, and encouraging learning

the Seljuk Turks, the Christian crusaders, and the Mongols under Hulagu and Tamerlane

Section 2 Assessment

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

2. Muhammad’s successors used conversion, alliances, skilled warfare, trade, and tol-erance of Christians and Jews to spread Islam and build great empires.

3. Shiites believed caliphs should be descen-dants of Muhammad’s daughter Fatima

and son-in-law Ali; Sunnis wanted Mus-lim leaders to select a qualified caliph.

4. Non-Muslims’ and non-Arabs’ resentment at having fewer rights and having to pay taxes led them to help overthrow the Umayyad empire.

5. The Abbasid empire became fragmented into many small states and was further weakened by invasions from Seljuk Turks, crusaders, and Mongols.

" Writing About HistoryResponses should reflect an understanding of the differences between nomadic Bedouin life and life in a major city. They should in-clude details from the section about the splendors of Baghdad under Harun al-Rashid.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-1021.

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L3

L2L1

L2

L4

22

learning thrived. In general, they were more tolerant of other religionsthan were Christian rulers of the time. At centers of learning, such as thecity of Córdoba, rulers employed Jewish officials and welcomed Christianscholars to study science and philosophy. Architects built grand build-ings, such as the Alhambra, a fortified palace in Granada. Its lovely gar-dens, reflecting pools, and finely decorated marble columns mark a highpoint of Muslim civilization in Spain. Muslim rule endured in parts ofSpain until 1492.

How did Islam become a more universal faith?

The Muslim Empire DeclinesThe Abbasids never ruled Spain, and starting about 850, their controlover the rest of the Muslim empire fragmented. In Egypt and elsewhere,independent dynasties ruled states that had been part of a unifiedempire. As the caliph’s power faded in some regions, Shiite rulers cameto power. Between 900 and 1400, a series of invasions added to the chaos.

Seljuk Turks Take Control In the 900s, Seljuk Turks migrated intothe Middle East from Central Asia. They adopted Islam and built a largeempire across the Fertile Crescent. By 1055, a Seljuk sultan, or ruler,controlled Baghdad, but he kept the Abbasid caliph as a figurehead. Asthe Seljuks pushed into Asia Minor, they threatened the Byzantineempire. The conflict prevented Christian pilgrims from traveling toJerusalem, leading Pope Urban II to call for the First Crusade in 1095.

Mongols Sweep Across Central Asia In 1216, Genghis Khan ledthe Mongols out of Central Asia across southwest Asia. Mongol armiesreturned again and again. In 1258, Hulagu, the grandson of Genghis,burned and looted Baghdad, killing the last Abbasid caliph. Later, theMongols adopted Islam as they mingled with local inhabitants. In thelate 1300s, another Mongol leader, Timur the Lame, or Tamerlane, ledhis armies into the Middle East. Though he was a Muslim, Tamerlane’sambitions led him to conquer Muslim as well as non-Muslim lands. Hisarmies overran southwest Asia before invading Russia and India.

What caused the Abbasid dynasty to decline?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1021

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: Recognize SequenceUse your completed timelines to answer the Focus Question: How did Muham-mad’s successors extend Muslim rule and spread Islam?

The Great MosqueThe photo above shows the outside of the mosque in Córdoba, Spain. A picture of the inside appears on the previous page. It was built around 785.

Comprehension and Critical Thinking3. Recognize Ideologies How did the

issue of heredity cause the division of Islam into Sunni and Shiite Muslims?

4. Analyze Information How did the Umayyads’ treatment of non-Muslims and non-Arabs affect their empire?

5. Recognize Cause and Effect Why did the empire of the Abbasid caliphs decline and eventually break up?

" Writing About HistoryQuick Write: Explore a Topic ManyBedouins visited Baghdad during the reign of Harun al-Rashid. Write a paragraph through their eyes in which you describe how life in Baghdad differs from nomadic life in the desert. Give details about each point of comparison to make your essay more accessible to readers.

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chapter 10 · 2018-09-09 · chapter 10, section 1 page 304 304 muslim civilizations vocabulary...

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