DOCSLIB.ORG

Ancient Islamic Civilization

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ancient Islamic Civilization Ancient Civilizations Ancient Islamic Civilization Pupil Workbook Year 5 Unit 4 Name: 1 2 3 4 Existing Knowledge What is a civilization? What isn’t a civilization? 5 Session 1: Why should we study the Early Islamic civilization? Key Knowledge Islam is the religion of Muslim people. Muslims believe in one God. They believe that the prophet Muhammad is the messenger of God. Islam began in the early 600s in the Arabian Peninsula. In a region that is now the country of Saudi Arabia. From there it spread to reach parts of North Africa, Europe and Asia. Muslim scholars studied the writings of other peoples. Including Greeks, Indians, Chinese and Romans. Muslims studied widely, in science, medicine, and other areas. They added many new ideas to the world’s knowledge. Key Vocabulary A civilization is a human society with its own social organisation and culture. If one country or group of people conquers another, they take control of their land. A scholar is a person who studies a subject and knows a lot about it. Calligraphy is the art of producing beautiful handwriting using a brush or a special pen. Astronomy is the scientific study of the stars, planets, and other natural objects in space. Thinking Task: This map shows the areas of the world conquered by the Early Islamic civilization. Early Islam began in Makkah (Mecca) but how far and wide did it reach across the world? 6 What did the scholars of Early Islam know about? Look for clues then label the images to show what is being studied. Copies of texts from other civilizations Calligraphy Weighing medicine to cure smallpox Internal organs Geography and Astronomy Cooking medicine 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________ 5. ______________________________ 6. ______________________________ 7 What are the strongest reasons for studying Early Islam? Read through these statements which describe the achievements of the Early Islamic civilization. Judge for yourself which is the most important achievement. Label it 1. Then decide the second most important achievement and label it 2, and so on, until you have judged all 12. 8 Baghdad in the 10th Century Round City are equidistant from him when he is in the centre. Al-Mansur then built four In A.D. 750, the Abbasid family seized control main gates, dug moats, and erected two walls of the Muslim Empire in the east. The second and two fasils [defensive fields]. Between caliph of the Abbasid Empire, Abu Ja'far al- each main gate were two fasils, and the inner Mansur, moved the capital city from wall was higher than the outer wall. He Damascus to Baghdad. Baghdad, located in commanded that no one be allowed to dwell the centre of the empire, grew to become the at the foot of the higher inner walls or build most important city in the Muslim world. any dwelling there; but ordered construction along the wall in the second fasil because it The passage below contains a description of was better for the fortification of the wall. 10th Century Baghdad written by a Muslim Then he built the palace and the mosque. In scholar and Baghdad resident, al-Khatib al- the back of al-Mansur's palace was a Baghdadi. reception hall [diwan] thirty by twenty cubits (around 9 metres), whose ceiling ended in a An Extract from al-Khatib al-Baghdadi, dome. Above this audience room was a History of Baghdad: similar chamber, above which rested the green dome. The chamber stood twenty They say, when al-Mansur built his city he cubits (around 9 metres) high until the point constructed four gates, four separate where the vaulting of the dome begins. The entrances into Baghdad from the surrounding distance between the ground line and the top areas. Al-Mansur placed every gate opposite of the green dome was eighty cubits (around the palace. He capped each gate with a dome, 38 metres), and surmounting the green and erected eighteen towers between each dome, which could be seen from the outskirts gate, with the exception of the wall between of Baghdad, was the figure of a mounted the Basrah and Kufah gates, where he added horseman. an additional tower. He fixed the length between the Khurasan Gate and the Kufah I heard a group of scholars mention that on Gate at 800 cubits (around 370 metres), and top of the green dome was the figure of a from the Damascus Gate to the Basrah Gate horseman holding a lance in his hand. If the at 600 cubits (around 275 metres). There Sultan saw that figure with its lance pointing were five iron gates between the main to a given direction, he knew that some rebels entrance to the city and the gate which led to would make their appearance from there. the courtyard. That dome was the crown of Baghdad, a Abu Ja'far built the city in a circular form guidepost in the region, and one of the because a circular city has advantages over memorable things that one links with the the square city, in that if the monarch were to Abbasids. It was built at the beginning of be in the centre of the square city, some parts their rule and remained intact until this time. would be closer to him than others, while, Over 180 years elapsed between its regardless of the divisions, the sections of the construction and fall. 9 Task: From what you have read, why do you think it is important that we study the early Islamic civilisation and the city of Baghdad as well as the history of Great Britain? _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ 10 Session 2: What can we learn about Early Islamic civilization from the way they built Baghdad? Key Knowledge The city was built by workers from every city in the empire and the network of canals supplied water to farms and allowed food and other goods to be brought into the city by boat. The caliph’s palace was right next to the main mosque so that when people bowed down to pray, they were also bowing down to the caliph. Baghdad was full of mosques. There was a House of Wisdom which included a vast library and school. They knew far more about Greek and Roman ideas about medicine than doctors in Europe did. There was even a hospital in Baghdad built in 805CE. Doctors worked there and trained students to become doctors. Key Vocabulary A caliph was a Muslim ruler. The caliphate was the land ruled by a caliph. A mosque is a building where Muslims go to worship. Knowledge Quiz 1. How many gods do Muslims believe in? 1 3 4 2. A person who studies a subject and knows a lot about it is a: scholar astronomer doctor scientist 3. The Islamic Empire conquered parts of: France England Spain Germany E 4. Still used today, Muslim scholars created: alphabet planet names numerals fireworks 5. The Early Islamic Empire spread itself across how many continents? 1 2 3 4 11 Task: Look at these two cities. Constantinople 600CE and New York City this year. What is the same? What is different? Make notes. Task: Designing Baghdad of 1,000 years ago. You have been asked to design a map of Baghdad 1,000 years ago. All you have to work on are some notes left by a visitor to Baghdad in 1100CE. Read them and then draw an aerial view. 12 Design the city of Baghdad Tip: Read the Key Knowledge for this session to see if you have included all the details. Look at this painting by an artist and this map of Baghdad to give you an idea of how to start your own map. Extension: Label your map showing the key features of the city. 13 Describe a walk, through Baghdad, where the rich lived. You are leading a group of visitors – who are new to the area – around the streets of Baghdad. Read on find out about the night life, markets, clothes and buildings in the city. 14 Write about leading a walk through the city of Baghdad. Use your senses: especially sight, smell and sound. Try to include the details you have just read. 15 Trade in the Early Islamic world Muhammad and the religion of Islam united the tribes. After Muhammad’s death in 632, Muslims moved far across the Middle East and North Africa. As the Islamic state expanded, Muslims found vast new areas for trade and commerce (selling). Stability created enormous wealth for the new Muslim society, and the Islamic world began its Golden Age. Trade grew quickly between various peoples in the new empire. Older trade towns, such as Mecca, became busy centres for caravans. There were also centres for a trade network that stretch from Europe to eastern China. Sea routes through the Mediterranean Sea and the Indian Ocean became part of the Islamic trade system. These were used in parallel with overland trade routes across Asia to China. Muslim merchants invented ways to help long-distance trade. Moneychangers set up banks that made it possible for merchants to borrow and put money away safely even when far from home. They used bills of exchange the way we use notes of money today. As people of many different religions, languages and customs trade together, cities became cosmopolitan, which is a mix of cultures. The Golden Age of the Islamic Empire brought so many societies under one rule. There was peace after many years of war.
Load more

Recommended publications
  • The Heritage of AL-ANDALUS and the Formation of Spanish History and Identity
    International Journal of History and Cultural Studies (IJHCS) Volume 3, Issue 1, 2017, PP 63-76 ISSN 2454-7646 (Print) & ISSN 2454-7654 (Online) DOI: http://dx.doi.org/10.20431/2454-7654.0301008 www.arcjournals.org The Heritage of AL-ANDALUS and the Formation of Spanish History and Identity Imam Ghazali Said Indonesia Abstract: This research deals with the Islamic cultural heritage in al-Andalus and its significance for Spanish history and identity. It attempts to answer the question relating to the significance of Islamic legacies for the construction of Spanish history and identity. This research is a historical analysis of historical sources or data regarding the problem related to the place and contribution of al-Andalus’ or Islamic cultural legacies in its various dimensions. Source-materials of this research are particularly written primary and secondary sources. The interpretation of data employs the perspective of continuity and change, and continuity and discontinuity, in addition to Foucault’s power/knowledge relation. This research reveals thatal-Andalus was not merely a geographical entity, but essentially a complex of literary, philosophical and architectural construction. The lagacies of al-Andalus are seen as having a great significance for the reconstruction of Spanish history and the formation of Spanish identity, despite intense debates taking place among different scholar/historians. From Foucauldian perspective, the break between those who advocate and those who challenge the idea of convivencia in social, religious, cultural and literary spheres is to a large extent determined by power/knowledge relation. The Castrian and Albornozan different interpretations of the Spanish history and identity reflect their relations to power and their attitude to contemporary political situation that determine the production of historical knowledge.
    [Show full text]
  • Kingdom of Saudi Arabia Digital Book
    Kingdom of Saudi Arabia Introduction The Kingdom of Saudi Arabia is the largest country in the Arabian Peninsula. It is about the size of the United States East side of the Mississippi River. It is located in the Middle East, in the western portion of the continent of Asia. The kingdom is bounded by the Gulf of Aqaba and the Red Sea in the west and the Persian Gulf in the east. Can You Find it? Look up Saudi Arabia on the world map. How far is it from your country? https://www.worldatlas.com/ Facts at a Glance Language: Arabic. Religion: Islam Head of State: King Monetary Unit: Saudi Riyal Population: 22,000,000 Arabic Did you know? Arabic is written from right to left It has 28 letters Muslims believe that the Quran was revealed in Arabic by the Angel Gabriel (Jibreel) to Prophet Muhammad peace be Audio File of the Arabic Alphabet upon him. Now and Then Compare and contrast the Arabian Peninsula in 650 CE and how the political map looks now. What are the similarities? Differences? Major Cities Riyadh Mecca Jeddah Medina Where Am I? See if you can label these countries: 1. Kuwait 2.Oman 3.Qatar 4.Saudi Arabia 5.The United Arab Emirates (UAE) 6.Yemen. Can you label the area's major seas and waterways? The Red Sea Gulf of Aden Gulf of Oman The Persian Gulf (also called the Arabian Gulf). Riyadh: [ ree-yahd ] The capital and the largest city. In the older part of the city, the streets are narrow.
    [Show full text]
  • Early Islamic Civilization
    Early Islamic Civilization A Multicultural Empire Muslim Society Introduction The region of the world that was ruled by the first Leadership of a people was often passed from As Muslims came into contact with other Islam is a religion that governs many aspects of Muslim leaders is now known as the Early Islamic father to son and, in this way, power stayed cultures, they brought back items of value life for its followers, who are known as Muslims. It Empire. The empire changed and was split up over within a family for several years. This system of such as silk, spices, porcelain and textiles from was founded by the prophet Muhammad, who time as lands were conquered or lost. Within the leadership is called a dynasty. China and the Far East. They traded these lived from 570 to 632CE. Islam spread quickly growing Islamic world, there were many separate Muslim rulers introduced their Islamic beliefs goods with Europe in the west. Muslim from its beginnings in Arabia. Muslim rulers took regions with people with different cultures, when they conquered other lands and cities. The scholars translated Ancient Greek and Latin over many lands throughout the Middle East, Asia languages and beliefs, but their leaders all rulers needed places to worship so they built manuscripts into Arabic, then built upon what and North Africa. followed the religion of Islam. mosques, and they constructed other buildings they learned to create many new advances in to support their government and ways of life. science, medicine and art. These buildings included palaces, communal Golden Age achievements baths, bazaars - which are marketplaces - and houses of learning.
    [Show full text]
  • Path(S) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community”
    “Path(s) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community” By Jaison Carter A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Mariane Ferme, Chair Professor Charles Hirschkind Professor Stefania Pandolfo Professor Ula Y. Taylor Spring 2018 Abstract “Path(s) of Remembrance: Memory, Pilgrimage, and Transmission in a Transatlantic Sufi Community” by Jaison Carter Doctor of Philosophy in Anthropology University of California, Berkeley Professor Mariane Ferme, Chair The Mustafawiyya Tariqa is a regional spiritual network that exists for the purpose of assisting Muslim practitioners in heightening their level of devotion and knowledges through Sufism. Though it was founded in 1966 in Senegal, it has since expanded to other locations in West and North Africa, Europe, and North America. In 1994, protegé of the Tariqa’s founder and its most charismatic figure, Shaykh Arona Rashid Faye al-Faqir, relocated from West Africa to the United States to found a satellite community in Moncks Corner, South Carolina. This location, named Masjidul Muhajjirun wal Ansar, serves as a refuge for traveling learners and place of worship in which a community of mostly African-descended Muslims engage in a tradition of remembrance through which techniques of spiritual care and healing are activated. This dissertation analyzes the physical and spiritual trajectories of African-descended Muslims through an ethnographic study of their healing practices, migrations, and exchanges in South Carolina and in Senegal. By attending to manner in which the Mustafawiyya engage in various kinds of embodied religious devotions, forms of indebtedness, and networks within which diasporic solidarities emerge, this project explores the dispensations and transmissions of knowledge to Sufi practitioners across the Atlantic that play a part in shared notions of Black Muslimness.
    [Show full text]
  • TITLE of UNIT What Do Muslims Do at the Mosque
    Sandwell SACRE RE Support Materials 2018 Unit 1.8 Beginning to learn about Islam. Muslims and Mosques in Sandwell Year 1 or 2 Sandwell SACRE Support for RE Beginning to learn from Islam : Mosques in Sandwell 1 Sandwell SACRE RE Support Materials 2018 Beginning to Learn about Islam: What can we find out? YEAR GROUP 1 or 2 ABOUT THIS UNIT: Islam is a major religion in Sandwell, the UK and globally. It is a requirement of the Sandwell RE syllabus that pupils learn about Islam throughout their primary school years, as well as about Christianity and other religions. This unit might form part of a wider curriculum theme on the local environment, or special places, or ‘where we live together’. It is very valuable for children to experience a school trip to a mosque, or another sacred building. But there is also much value in the virtual and pictorial encounter with a mosque that teachers can provide. This unit looks simply at Mosques and worship in Muslim life and in celebrations and festivals. Local connections are important too. Estimated time for this unit: 6 short sessions and 1 longer session if a visit to a mosque takes place. Where this unit fits in: Through this unit of work many children who are not Muslims will do some of their first learning about the Islamic faith. They should learn that it is a local religion in Sandwell and matters to people they live near to. Other children who are Muslims may find learning from their own religion is affirming of their identity, and opens up channels between home and school that hep them to learn.
    [Show full text]
  • Music and Dance of the Middle East
    Music and Dance 1 Cultures of the Middle East Midterm paper: Class of Professor Abdelrahim Salih Music and Dance of the Middle East Music transcends language. It can put forth emotions of deep sorrow or ecstatic joy whether the language of the song is in Chinese, English, French or Arabic. With music comes dance. Dance is shaped by the music, as it is the dancer‟s duty to display the emotions of the music; dance is as diverse as the music itself is. Middle Eastern music is a language of its own; it is extraordinarily different from Western music and was shaped by its own great theoreticians of music. The instruments of the Middle East are exotic looking, though they are the ancestors of many Western instruments. The dances of the Middle East vary – there are feminine dances and masculine dances and dances that everyone joins. In the Middle East, music and dance cannot be put under one category because of the extreme variations throughout the region itself. From the beautiful melodies of Debussy to the dramatic compositions of Mozart, there is one thing in common: they are all based on an octave scale that includes thirteen notes. They are based on the Western scale. Vocalists using the Western scale must be very precise when it comes to the notes because there are no “in-between” or quarter notes. Also, compositions are almost always polyphonic; they have both a melody and a harmony (Todd, 2003). A piece that does not include a harmony is considered to be rather simple and not a great classical.
    [Show full text]
  • Troubadour Poetry: an Intercultural Experience
    Troubadour Poetry: An Intercultural Experience By Said I. Abdelwahed Professor of English Literature English Department Faculty of Arts, Al-Azhar University Gaza - Palestine ABSTRACT: This is a reading of the intercultural experience of the medieval poetry known as the Troubadour poetry. It’s a study of the origin, meaning, music and structure of the lyric love poetry which appeared in medieval Spain, in the period from (3rd to 7th centuries A.H / 9th to 13th centuries AD), with special reference to the Muwwashah and the Kharja. It expanded to southern France, then to northern France. The early troubadour was a wondering singer or minstrel who traveled from place to place singing for gaining his living. But the French troubadours were mostly of noble birth that wrote and sang for the upper-class audience. The troubadours wrote their songs and poems of a metrical form mainly on themes of courtly love. Their poetry was influenced by Arabic poetry and it became a literary phenomenon that historians of Western literature and culture could not ignore. This paper highlights the primary role played by the Arabs in medieval poetry issues and it alludes to some salient elements of intercultural communication between the East and the West. INTRODUCTION: Generally speaking, scholars and historians of medieval Arabic literature divided the Arabic and Islamic culture and literature of medieval Spain into three major components. Scholars made divisions of that culture but Gerard Wiegers made the clearest division as follows: I. Works on religion (fiqh, tafsir, prayer books, pious miscellanies, religious polemics magic, popular medicine, and treatises).
    [Show full text]
  • Constructing God's Community: Umayyad Religious Monumentation
    Constructing God’s Community: Umayyad Religious Monumentation in Bilad al-Sham, 640-743 CE Nissim Lebovits Senior Honors Thesis in the Department of History Vanderbilt University 20 April 2020 Contents Maps 2 Note on Conventions 6 Acknowledgements 8 Chronology 9 Glossary 10 Introduction 12 Chapter One 21 Chapter Two 45 Chapter Three 74 Chapter Four 92 ​ Conclusion 116 Figures 121 Works Cited 191 1 Maps Map 1: Bilad al-Sham, ca. 9th Century CE. “Map of Islamic Syria and its Provinces”, last modified 27 December 2013, accessed April 19, https://en.wikipedia.org/wiki/Bilad_al-Sham#/media/File:Syria_in_the_9th_century.svg. ​ ​ 2 Map 2: Umayyad Bilad al-Sham, early 8th century CE. Khaled Yahya Blankinship, The End of the ​ Jihad State: The Reign of Hisham Ibn ʿAbd al-Malik and the Collapse of the Umayyads (Albany: ​ State University of New York Press, 1994), 240. 3 Map 3: The approximate borders of the eastern portion of the Umayyad caliphate, ca. 724 CE. Blankinship, The End of the Jihad State, 238. ​ 4 Map 4: Ghassanid buildings and inscriptions in Bilad al-Sham prior to the Muslim conquest. Heinz Gaube, “The Syrian desert castles: some economic and political perspectives on their genesis,” trans. Goldbloom, in The ​ Articulation of Early Islamic State Structures, ed. Fred Donner (Burlington: Ashgate Publishing Company, 2012) ​ 352. 5 Note on Conventions Because this thesis addresses itself to a non-specialist audience, certain accommodations have been made. Dates are based on the Julian, rather than Islamic, calendar. All dates referenced are in the Common Era (CE) unless otherwise specified. Transliteration follows the system of the International Journal of Middle East Studies (IJMES), including the recommended ​ ​ ​ ​ exceptions.
    [Show full text]
  • Unit 5: the Post-Classical Period: the First Global Civilizations
    Unit 5: The Post-Classical Period: The First Global Civilizations Name: ________________________________________ Teacher: _____________________________ IB/AP World History 9 Commack High School Please Note: You are responsible for all information in this packet, supplemental handouts provided in class as well as your homework, class webpage and class discussions. What do we know about Muhammad and early Muslims? How do we know what we know? How is our knowledge limited? Objective: Evaluate the primary sources that historians use to learn about early Muslims. Directions: Below, write down two things you know about Muhammad and how you know these things. What I know about Muhammad... How do I know this …. / Where did this information come from... Directions: Below, write down two things you know about Muslims and how you know these things. What I know about Muslims... How do I know this …. / Where did this information from from... ARAB EXPANSION AND THE ISLAMIC WORLD, A.D. 570-800 1. MAKING THE MAP 1. Locate and label: 4. Locate and label: a Mediterranean Sea a Arabian Peninsula b Atlantic Ocean b Egypt c Black Sea c Persia (Iran) d Arabian Sea d Anatolia e Caspian Sea e Afghanistan f Aral Sea f Baluchistan g Red Sea g Iraq h Persian Gulf. 2. Locate and label: h Syria a Indus River i Spain. b Danube River 5. Locate and label: c Tigris River a Crete b Sicily d Euphrates River c Cyprus e Nile River d Strait of Gibraltar f Loire River. e Bosphorus. 3. Locate and label: 6. Locate with a black dot and a Zagros Mountains label: b Atlas Mountains a Mecca c Pyrenees Mountains b Medina d Caucasus Mountains c Constantinople e Sahara Desert.
    [Show full text]
  • Islamic Mansions of the Umayyad Era Until the Mamluk Era (Study of the Most Important Mansions in the Levant, Irag and Egypt)
    The 2015 WEI International Academic Conference Proceedings Harvard, USA ISLAMIC MANSIONS OF THE UMAYYAD ERA UNTIL THE MAMLUK ERA (STUDY OF THE MOST IMPORTANT MANSIONS IN THE LEVANT, IRAG AND EGYPT) Alia Ali Yahya Aljubaili Associate Professor - Department of History - Faculty of Arts University of Princess Nora bint Abd Rahman Riyadh, Kingdom of Saudia Arabia Abstract In the down of Islam, there was no major development created in the field of construction and architecture within the Arabian peninsula, because people were not familiar with a lot of life in cities, but they have got used to the life of the desert, so they were not interested in luxury and wellbeing, but after the spread of Islam in civilized area of long history, at this time the (Mesopotamian art) has affected clearly on the Persian art, and also the byzantine art which was bring in Syria and central Asia. When Islam appeared in the area which these two civilizations were found, it definitely inherited the traditions and gets benefit from these distinctive and flourished civilizations, coexisted and mixed with it. When Umayyad state was developed on 40 AH and Damascus became the capital; people started to get interest on the life of cities, and that clearly seen in the building of sporadic mansions in different cities of the Levant, and they initially bring the most skilled constructors for building there mansions, which characterized by accurate and perfect construction with creativity in the decoration. This qualitative jump – in the life of caliphs – was not arbitrarily, but it occurred due to the economic and political situation of the state in that period.
    [Show full text]
  • Ziryab Was Named Blackbird for a Reason: Because of His Musical
    Fashion, Music and Style Dining etiquette Upon hearing the word “three-course meal”, our mindset automatically goes to Europe. - Ziryab was named blackbird for a reason: because of his musical voice and beautiful However, the three-course meal was introduced in the 9th century by a man named dark skin. He played a crucial role in the distribution of music. He was chief entertainer in the Abul- Hasan Ali ibn Nafi, also known as Ziryab (the blackbird), which was his nickname. court of Caliph Abd al-Rahman II and earned 200 gold dinars a month. He came from Iraq to Cordoba, Andalusia (Spain) and suggested that a meal should start - In 1299 the Ottoman Caliphate was the first state to have a military musical band, with a light soup followed by a main meal consisting of fish, meat or poultry and finished called "Mehterhane Militarty" Band. Wherever the Caliph went, he was accompanied by the orchestra. off with fruit and nuts. Also, the use of a table cloth and cutlery was introduced by him. They also would arrive and play in the middle of battles to rouse the spirit of their soldiers. Ziryab was a trendsetter for clothing, food, etiquette and music. Fashion - Queen Christina of Denmark, Sweden and Norway ate her food in the Muslim way. Baghdad was the source for the latest news in the field of fashion, as Paris and New York are now the - Crystal was made of sand and stone by the Muslim genius Abbas ibn Firnas, who died centers of fashion. And the father of fashion was the blackbird: Abul- Hasan Ali ibn Nafi (Ziryab).
    [Show full text]
  • The History and Development of Masjid an Nabawi
    Overview of Development of Masjid Nabawi through the ages Ml Abdullah Jeena seerah.co.za @madinahmemos Overview of First Masjid Development of Masjid Nabawi Initial construction through the ages • Period: 1 A.H / 622 CE ﷺ Period of Rasulullah • • Description: • Took approximately 8 months . • Open building with small roofed area towards the front of the masjid. built ﷺ The rooms for the wives of the Prophet • on Eastern side. • An area also delineated for the Ahl-us-Suffah along the Southern wall. • Three major doors into Masjid Size: • Total Area: 1, 050 m2. • 30m from East to West, 35m North to South. • 1,5 to 2 m high. Ml Abdullah Jeena seerah.co.za @madinahmemos Second MAsjid Overview of Development of Masjid Nabawi Change of Qiblah through the ages • Period: 2 AH / 623 CE ﷺ During period of Rasulullah • • Description: Change of Qiblah • The Qibla was initially facing north towards Jerusalem. • Remained in this direction for 16/18 months. • The prayer direction was then changed from north to south, towards the Ka’bah, and the original mihrab (prayer niche) was converted to a door. Ml Abdullah Jeena seerah.co.za @madinahmemos Third Masjid Overview of Development of Masjid Nabawi ﷺ First Expansion by the Prophet through the ages • Period: 7 AH /628 CE ﷺ During Period of Rasulullah • • Description: • Masjid was used for various purposes where teaching was carried out, politics were discussed, delegations were received and the needy were catered for. • Population of Muslims increased significantly. • After the Battle of Khaybar (7AH), Sahabah requested permission from Rasulullah for the expansion of the Masjid.
    [Show full text]