About Medieval Islamic Empires

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Cross-curricular Connections Visual Arts Mathematics Islamic Art and Architecture Geometry • Illuminated manuscripts • Identify and draw lines (Islamic art • Domes and minarets (Dome of the and architecture) Rock, Alhambra Palace, Taj Mahal) • Identify polygons (Islamic art and architecture)

At a Glance The most important ideas for you are: ◗ Muslims believe that Muhammad is the last and greatest in the line of prophets and that there is only one God (Allah is the Arabic word for God). ◗ The Qur’an is the scripture and basis of Islam; the Five Pillars are the basic practices of Islam. ◗ Muslim empires spread from their beginnings on the Arabian Peninsula throughout the Middle East, west across North Africa into Europe, through Persian lands (present-day Iran), Turkic lands (present-day Turkey and Central Asia), and into South Asia (including present-day Afghanistan, Pakistan, and India) and later into what are now Bangladesh, Indonesia, Malaysia, and the Philippines. ◗ Muslim scholars and Jewish scholars working in Muslim-ruled territories contributed to Western knowledge, not only by preserving ancient Greek and Roman writings, but through their own original work. ◗ Cordoba in Spain was a representative center of Islamic civilization. ◗ The Holy Land is so named because of its importance to Jews, Christians, and Muslims. ◗ Conflict over control of the Holy Land resulted in the Crusades, assaults on Islamic territory. ◗ An unintended result of the Crusades was the rise of trade networks.

What Teachers Need to Know A. Islam Muhammad: The “Last Prophet” Like Judaism and Christianity, Islam is a monotheistic religion. Indeed, Islam accepts and builds on the revelation that forms the basis of those two earlier religions. Islamic scripture, the Qur’an, accepts the prophets of the Jewish and Christian faiths, and especially stresses Abraham, Moses, Noah, and Jesus. The Qur’an refers to Jesus as the Messiah and says that he was a great prophet, but not God or the son of God. The Qur’an says that all people who believe in God and

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the Final Judgment and who do good works will have nothing to fear in the after- life. Muslims accept the revelations of the Old Testament, or Hebrew Bible, as well as the New Testament, but add to these the revelations of the prophet Muhammad. Those who practice Islam are called Muslims, and they worship Allah (the Arabic word for God). Muhammad was born in the Arabian city of Mecca (often spelled Makkah) in 570 CE and made his living as a merchant. A religious man, he often went to a cave to meditate. Muslims believe that in 610 CE, Allah, through the voice of the angel Gabriel, began to speak to Muhammad. For a time, Muhammad did not tell any- one other than his family and friends, but after a while, he was moved to preach. His message was simple: there was only one god, Allah (local religious belief was polytheistic, meaning that they believed in many gods), and the rich should share their wealth with the poor. As a result, many poor people began to listen to him. This angered and frightened the rich in Mecca, who thought they would lose their wealth. They began to persecute Muhammad’s followers, so the growing community moved to Medina, where they could live freely and establish a society based on Islamic teachings. This journey took place in 622 CE and is known as the Hijra [HIJH-rah]. It marks the beginning of the Islamic calendar. In Medina, where Muhammad settled, his message of social justice and equality gained more followers. In time, Muhammad took on both a political role, as a leader of the city, and a military one. When Medina and Mecca went to war, Muhammad commanded the troops from Medina, and they defeated the Meccan troops in a series of battles. By 630 CE, Mecca agreed to submit to Muhammad’s rule, and Muhammad marched triumphantly into the city. At the center of Mecca was a large shrine called the Ka`bah where Arabs built shrines to many gods. Muhammad destroyed the idols (statues and other symbols of gods that the tribes around Mecca believed in) at the Ka`bah. Since that time, the Ka`bah has become the holiest place in Islam, a place where every Muslim hopes to make a pilgrimage at least once. Muhammad sent missionaries throughout Arabia to convert the tribes to Islam, and from there the religion has spread around the world. Allah, Qur’an, Jihad Allah [al-LAH] is the Arabic word that Muhammad used to name the Supreme Being, or God. According to tradition, Muslims recognize 99 names or attributes of God, such as “the Merciful” and “the Compassionate.” The Qur’an [kuh-RAN] is the holy book of Islam. Muslims believe that Allah Teaching Idea revealed these actual words to Muhammad through the angel Gabriel. The Qur’an To introduce the concept of jihad to contains rules for daily living, moral principles, references to events in the students, you may wish to first ask stu- Hebrew Bible and the New Testament, and descriptions of Judgment Day and of dents if they’ve ever heard the word heaven and hell. 35 jihad and what they think it means. Jihad [jee-HAHD] is the Arabic word for “struggle to do the will of God.” Any Students may respond with stereotypi- serious effort to fulfill the Qur’an’s command to establish justice and intervene in cal meanings and images, but once corruption and injustice is called jihad. Muslims frequently describe jihad as these are out in the open for discus- being of two kinds. The “greater jihad” includes personal efforts, including con- sion, you can help students understand trolling negative impulses like greed and anger, and pursuing knowledge in the the deeper meaning of the word. service of humanity. The “lesser jihad” is military struggle, to be pursued only under certain specific circumstances. For example, military jihad must protect

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civilians, especially women, children, and the elderly. Military jihad is required when people are attacked or are evicted from their home. One who dies in legit- Teaching Idea imate jihad is considered a martyr (shahid [sha-HEED] or shahida [f]). Although Create an overhead and make copies today some terrorists call their actions jihad, they are not considered martyrs, for students of Instructional Masters since terrorism does not meet the requirements for legitimate jihad. Terrorism is 19a–19b, The Expansion of Islam, waged without warning, without governmental authority, and often targets civil- 750 CE. Begin the lesson with the ians. It is condemned by Islamic law. You may wish to explore the meaning of overhead, and use it to introduce the jihad with students so that they have a better sense of the true meaning of the locations of the Arabian Peninsula, word. Mecca, and Medina so that students Islam spread rapidly in the Arabian Peninsula. In the time of Muhammad and will have a frame of reference when for some time afterward, Arabia was home to wandering tribes of Bedouins you teach about Muhammad’s life. [beh-DO-ins] (desert nomadic herders) who raided one another and the desert Ask students to locate Medina and towns. After Muhammad’s opponents in Mecca were defeated and joined the Mecca in relation to each other. Muslim community, Islam spread quickly among the tribes. Muhammad and his immediate successors commanded loyal tribes that conquered other Bedouin

tribes, ended the fighting among the groups, established law and order, and Name Date united the peninsula in an Islamic community. The Expansion of Islam, 750 CE Study the map. Use it to answer the questions that follow. The leaders of Islam then turned their attention outward and began to raid

N Lands held by Muslims the Byzantine and Persian Empires, driven by the desire to spread Islam. These W E E by 750 CE N G L S A N

D two empires had been at war with each other for years. Their power was waning, EUROPE

FRANCE

C A S IT LACK SEA P A B I LY A and some of their subjects were dissatisfied with religious persecution. Finding N SPAIN S GREECE E Cordoba A

PERSIA these empires vulnerable, the Muslims pushed forward and began to take large MEDITERRANEAN SEA Jerusalem PERSIAN NORTH AFRICA Cairo GULF EGYPT Medina ARABIA portions of their territory. R INDIA E D S Mecca E A

0 500 1000 miles By the late 700s CE, Muslims were encouraging people in the lands they con- 0 500 1000 kilometers quered to convert, and many found Islam an attractive religion. The principles were simple, easy to understand, and simple to follow. There were no intermedi- ary priests and saints to pray to—only God (Allah). The Third Pillar of Islam—

which focuses on acts of charity toward those less fortunate—especially appealed e Knowledge Foundation

Mecca, Mosques Use Instructional Masters 19a–19b. A mosque is a Muslim place of worship. It usually has one or two towers called minarets [mihn-uh-REHT], and it is from there that a muezzin [moo-EH-zuhn] calls the faithful to prayer five times a day. The main prayer area Teaching Idea of a mosque faces the holy city of Mecca. The purpose of teaching about Islam Islam has no priests and no hierarchy. Any Muslim man may lead the com- is to explain its fundamental religious munity of faithful in prayer. He is called the imam, or prayer leader. In Shi`i Islam, practices and how the adherents of an imam is more than a prayer leader; he is the authoritative interpreter of the this faith, acting on their beliefs, Qur’an. defeated huge empires and created Five Pillars of Islam a great civilization. Explain that all religions have common elements but Islam has five basic practices, known as pillars: that they differ in their beliefs. It is • the declaration of faith: There is no god but Allah, and Muhammad is the important to understand and respect Messenger of Allah. differences. • prayer five times a day, every day, facing the Ka`bah in the holy city of Mecca • charity, the payment of a portion of one’s wealth, which is used to help the needy History and Geography: World 133 CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 134

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• fasting during the day, between sunrise and sunset, during the month of Teaching Idea Ramadan, the ninth month of the Islamic calendar. The purpose of fasting To help students understand the notion during Ramadan is to remind Muslims that all people are equally dependent of fasting, it may be worthwhile to upon the help of Allah and that there are less fortunate people who are in make an analogy between Ramadan for need of their help. Ramadan is a time of reflection when Muslims are called Muslims and Lent for Christians or Yom upon to renew their faith, increase their charity, and make repentance. Kippur for Jews. Once again, explain • a pilgrimage to worship at the Ka`bah in the holy city of Mecca, during the that all religions have common ele- month of pilgrimage, at least once if one is physically and financially able. ments but differ in their beliefs. During the hajj, all Muslim men dress alike in a simple cloth called an ihram [ee-RAHM], again to stress their equality. Women wear a simpler form of their normal dress. Teaching Idea It is a good idea when teaching the pil- Islam Spreads lar about pilgrimage to show students Muhammad and his followers had converted much of the Arabian Peninsula to modern pictures of the hajj. Reinforce Islam. After Muhammad’s death, leadership of the Muslim community passed into that hajj for Muslims focuses on the the hands of four of Muhammad’s closest associates, or companions. They were idea that all people are equal before highly respected, and people believed they ruled in accordance with the Qur’an and God (Allah), regardless of race, ethnici- the example set by Muhammad. For that reason they were called “rightly guided” ty, class, political power, etc. (Rashidun) caliphs. A caliph is a successor to the prophet Muhammad. Islam continued to spread rapidly. By 100 years after Muhammad’s death, the Islamic empire extended from the Atlantic Ocean in the west to the Indus River in the east. Between the years 632 CE, when Muhammad died, and 661 CE, when the last of the Rashidun caliphs died, Muslim control expanded from the Arabian Peninsula eastward through what are now the countries of Syria, Lebanon, Jordan, Israel, Palestine, Iran, and Iraq. Some of this area was wrested from the slowly weakening Byzantine Empire. In 661 CE, a family known as the Umayyads took control of the caliphate (leadership of the Muslim community) and moved the capital to Damascus, in Syria. From there, they expanded Muslim sovereignty west across North Africa. Between 661 CE and 750 CE, they took control of what are today the nations of Egypt, Libya, Tunisia, Algeria, and Morocco. From North Africa in the early 700s CE, Muslims swept across to the Iberian Peninsula (which they called Al-Andalus) and captured large parts of what are today Portugal and Spain. From there, they Teaching Idea continued into France. Teachers might like to share with stu- In 732 CE, Charles Martel (the grandfather of Charlemagne), leader of the dents some of the tales from A Franks, defeated Islamic troops between the cities of Poitiers and Tours in modern- Thousand and One Arabian Nights (see day France. The confrontation is known as both the Battle of Poitiers and the Battle More Resources). They might enjoy of Tours. It was the end of Islamic expansion into Europe and a pivotal battle that, telling the adventure story of Sinbad, or had the outcome been different, would certainly have changed the history of the the tale about Charlemagne, who asked Western world. It is possible that all, or most, of Europe might have become Muslim Harun for an elephant as a gift since he territory had the Islamic troops been victorious. Even after the defeat at thought they were fine animals and Poitiers/Tours, Islamic kingdoms remained in Spain and all across North Africa. there weren’t any in Europe. (Harun In 750 CE, another family, the Abbasids, took control of the Islamic caliphate sent Charlemagne the elephant, but it and moved the capital to Baghdad, in Iraq. The empire continued to grow and did not survive long in the harsh prosper, and Baghdad became famous for its wealth and sophistication. One of the European climate.) greatest Abbasid caliphs was Harun al-Rashid, whose splendid court is depicted in the tales of A Thousand and One Arabian Nights. Harun was a contemporary of Charlemagne, with whom he corresponded and from whom he received gifts. 134 Grade 4 Handbook CK_4_TH_HG_P087_242.QXD 10/6/05 9:02 AM Page 135

The Ottoman Empire Teaching Idea In the 1000s, Turkic peoples from Central Asia moved into the Middle East Today, Constantinople, the former and adopted Islam. The Seljuk Turks, as they were known, gained control of capital of the Eastern Roman Empire, Baghdad and seized much of Asia Minor from the Byzantine Empire. In 1071, the the Byzantine Empire, and the Seljuk Turks moved on Jerusalem, which Christians considered their Holy City, Ottoman Empire, is known as since it was the city where Jesus was arrested, tried, and crucified. The successful Istanbul. Its name was officially expansion of Muslim sovereignty prompted the Byzantine emperor to ask the pope changed in 1930. When teaching in Rome for assistance against the Muslims and the nearby Normans. He particu- about how Istanbul was once larly wanted to protect Constantinople, the capital of the Byzantine Empire, and Constantinople, you may wish to play also hoped to drive the Muslims from Jerusalem. The pope agreed, and this was the song “Istanbul” by They Might Be the beginning of the Crusades. The first Crusade was launched in 1096. Giants. Students will really enjoy the song, and it is a fun way to reinforce In the 1300s, another group of Turks moved into Islamic lands and convert- the history and the vocabulary. ed to Islam. They were known as the Ottomans (descendants of Osman). The Ottoman Turks began their rise to power as mercenaries for the Seljuk Turks, who needed protection from the Mongols, warrior nomads who were raiding Seljuk territory. The Ottoman dynasty dates back to 1299, when Osman I began to Teaching Idea expand Ottoman control at the expense of the Seljuks and the Byzantine Empire. A description of the Crusades is In 1453, Constantinople, the Byzantine capital, was conquered by the presented in Section C, “Wars Ottomans, and the Byzantine Empire, the last remnant of ancient Roman culture, Between Muslims and Christians,” on ended. The year 1517, when the Ottomans captured Jerusalem and Cairo, is when pp. 138–140. Make a cross-reference the Ottoman Empire consolidated, and it was then that they claimed to be the suc- to the origins of the Crusades in that cessors to the earlier Umayyad and Abbasid caliphs. The peak of Ottoman power section. occurred in the early 1500s, under Süleyman I, also known as Süleyman the Magnificent. The empire stretched from the Black Sea and the Persian Gulf in the east to Budapest (in what is modern Hungary) in the north to Algiers in the west. At around the same time, the Muslim Safavid dynasty was established in Persia (present day Iran), and the Mughal Empire was established in the Indian subcontinent. The Safavids were Shi`i Muslims and competitors with the Sunni Ottomans. Known as a great leader of the Safavids, Abbas I made peace with the Ottomans and established a magnificent capital in Esfahan. Esfahan is still one of Iran’s most beautiful cities, with many architectural structures attributed to the Safavids, including mosques, palaces, avenues, and schools. The Mughal Empire was established by Babur in 1526, when his troops gained control of Delhi. The greatest of the Mughals was Akbar, a powerful and sophisticated ruler who championed the arts and left many beautiful architectural monuments. His grandson, Shah Jahan, built the famous Taj Mahal as a mausoleum for his wife. Diversity of Modern Muslims Süleyman I While the first Muslims were Arabs, Islam today counts faithful around the world. Islam is the world’s second-largest religion and the major religion in most of the countries of the Middle East, North Africa, Central Asia, Afghanistan, Pakistan, Bangladesh, and Indonesia. The largest number of Muslims in a single nation is in Indonesia, with 172 million out of a total population of about 230 million. Today, Islam is the second- or third-largest religious group in the United States.

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Today, of the 1.3 billion Muslims in the world, 934 million are Sunnis and Teaching Idea 180 million are Shiìs. There are subdivisions of Shiì Islam, but the majority are When educating students about Islam called Twelvers (Ithna-Ashariyah). Shiìs predominate in Iran and Iraq. You may and the diversity of modern Muslims, wish to explain to students that in the mid-600s CE, the followers of Muhammad some myths should be debunked and split into two sects, Sunnis and Shiìs. Their differences were more political than some important facts should be doctrinal. Specifically, they differed over who was the rightful heir of Muhammad. stressed. Point out to students that: The Sunni majority believed that the people should choose a leader not based on 1. The majority of Muslims are not Arab. divine order but instead choose the person they believed was most capable of rul- 2. The majority of Muslims in the United ing in accordance with the current political situation and who could provide reli- States are not Arab. gious leadership and order for the community. The Shiì Muslims believed the 3. The majority of Arabs in the United community should be led by a descendant of Muhammad. Since his closest living States are not Muslim. male relative at his death was his cousin and son-in-law, Ali, they thought he was the rightful leader of the Muslims. B. Development of Islamic Civilization As the Muslims spread their rule across North Africa into the Iberian Teaching Idea Peninsula, through the Middle East, into the lands of the Byzantine Empire, and When explaining that there are differ- eastward throughout Persia and India, they came in contact with many different ent divisions in Islam, including Sunnis peoples and cultures. The result was a new civilization grounded in Islam but and Shiìs, you may wish to make a incorporating elements from many other cultures, which the Muslims in turn parallel with the divisions and different expanded and passed on in a cycle of cultural exchange. interpretations of Christianity and Judaism. There are liberal and conser- Contributions to Science and Mathematics vative groups within each religion. An example of the amalgam of Islamic and non-Islamic ideas is that of Hindu-Arabic numerals: 1, 2, 3, and so on. Some scholars believe that Hindus in India developed the system and that Arabs transmitted it to Europe. Another the- ory is that Muslim scholars discovered the numbers 0–9 in India and recognized their usefulness. Muslims also encouraged the translation of classical Greek mathematics texts into Arabic, and developed advanced mathematics. The term algebra comes from the Arabic word al-jabr [AHL JAH-buhr]. The Persian (modern Iran) mathematician al-Khwarizmi developed algebra in the 800s CE and wrote a math text that was translated into Latin and used in Europe. Muhammad al-Razi was a Persian physician who compiled a medical encyclopedia. Along with his own observations of disease were the opinions of Greek, Syrian, Persian, and Indian scientists. Al-Razi’s work was translated into Latin and used for centuries in Europe. Avicenna, whose Arabic name was Ibn Sina, was a Persian physician and philosopher. In the 1000s CE, he compiled Canon of Medicine, which, when translated into Latin, became a standard medical text in Europe and remained the standard until the 17th century. A medical encyclopedia, the Canon of Medicine con- tained many useful observations; for instance, Ibn Sina noted that contaminated soil and water caused disease and that proper diet was important to good health. He also adapted Aristotelian philosophy to Islam. His philosophical works, and those of Spanish Muslim Ibn Rushd (known as Averroes in Europe), were the first source of Europe’s knowledge of the ancient Greek philosophers’ works.

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Preservation of Greek and Roman Writings By the time of the Muslim conquests, western Europe had broken up into small feudal states with economies based on agricultural labor. There was little time for education and the arts during the Middle Ages. However, through conquests, various Greek, Persian, and Sanskrit writings came into Muslim possession. Rather than destroy them, Muslim scholars carefully preserved these works, translating them into Arabic, studying them, and, in many cases, incorporating these ideas into their own work. It should be noted that Jewish scholars in Muslim-held areas, such as Spain and Egypt, also studied and used Greek, Persian, and Sanskrit writings in their work. One of the best known is Moses Maimonides, who lived in Cordoba, Spain, but then fled religious persecution after the fall of Cordoba to a fanatical Islamic sect called the Almohads. Maimonides and his family moved to Morocco, then Palestine, and finally settled in Cairo, Egypt. There, Maimonides was a physician and philosopher who tried in his writings to reconcile science and religion. He was also appointed to be the court physician to Sultan Salah al-Din and his family. Had it not been for the effort of these scholars writing in Arabic, many works of the ancient Greeks and Romans would not have been preserved for later Europeans. Cities as Centers of Islamic Art and Learning Artists and scholars were working in many Muslim cities—Baghdad, Istanbul, Timbuktu, Esfahan, Samarkand, Damascus, and Cairo, for example. The Teaching Idea cities of Andalusia in southern Spain were especially rich centers of scientific work and artistic development. Spain was a major route by which Muslim schol- Note the information about the arship reached Europeans. Muslims in the Iberian Peninsula in Section II, “Europe in the Middle Cordoba Ages,” on pp. 101–127 and make a Of the main cities of Andalusia—Cordoba, Granada, and Seville—Cordoba is connection to it here. perhaps best known for its intellectual and cultural contributions. Known throughout Europe as a great city, Cordoba had a population of about 250,000 at the end of the 10th century, and its library was by far the largest in Europe. It had over 400,000 books, compared to the average collection of fewer than 100 books Teaching Idea in most monastery libraries at the time. Some of the designs that Muslim Any resident of Paris, Rome, or London in the 1000s would have marveled at artists used to decorate their build- Cordoba’s paved and lighted streets, and its mosques, palaces, and other beautiful ings were tesselations, repeating buildings. Columns, arches, and domes became characteristic of Islamic architecture. arrangements of small geometric fig- The Great Mosque in Cordoba is an excellent example of Islamic architecture. ures, such as circles and hexagons. Islamic art is highly stylized. Islam did not allow the use of human or animal Have students use pattern blocks forms in art out of concern that people may begin to worship statues (idols) and and/or a protractor to make their own because it was perceived that man should not attempt to depict the likenesses of tesselations. Draw examples on the God’s creations with their imperfect abilities. Muslim artists used curvilinear pat- board using Art Resource #9, “Oldest terns, as well as Arabic script—often passages from the Qur’an—as decorative Handwritten Qur’an,“ as a sample. motifs. The curvilinear form of design featuring floral and vegetal plants became Students can draw the pattern in known as arabesque. However, it should be noted that despite the prohibition pencil and then trace it with crayons against using human and animal figures in Islamic art dating back to the early or markers.

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days of Islam, these prohibitions varied from place to place and from time to time. Cross-curricular For example, Iranian artists and artists in the Mughal Empire in India developed Teaching Idea a style of miniature painting that included humans as subjects. The buildings in In conjunction with your discussion of Cordoba, like the Great Mosque, reflect the traditional Islamic style. Islamic art and learning, you may wish The architecture of Islamic civilization produced two of the most beautiful to teach the Visual Arts section buildings in the world. In Granada, Spain, the Alhambra is a palace and fortress “Islamic Art and Architecture,” on built in the 13th century that still astonishes visitors. The Mughal Empire in India pp. 258–268. produced the Taj Mahal. For more information on these buildings, see the Visual Arts section. The citizens and visitors of Cordoba included the poet and theologian Ibn Hazim and the philosopher Ibn Arabi, as well as the Jewish poet Judah ha-Levi and philosopher and poet Ibn Gabriol. C. Wars Between Muslims and Christians The Holy Land and Jerusalem The term Holy Land refers to an area off the eastern Mediterranean Sea that comprises parts of the West Bank of the Jordan River (Palestinian territory) and the modern nations of Israel, Lebanon, Syria, and Jordan. Jews, Christians, and Muslims consider this area sacred because it contains many sites associated with events described in Jewish, Christian, and Islamic scripture. Jerusalem, one of Islam’s three holy cities, is located in the Holy Land and is also considered sacred by Jews and Christians because it is the location of many monuments associated with scriptural events, such as the Wailing Wall (all that is left of the Second Temple), which is sacred to Jews, and the Church of the Holy Sepulchre, contain- ing the tomb of Jesus, which is sacred to Christians. These sites are also sacred to Muslims, who accept the Jewish and Christian figures as great Islamic prophets. Muslims also cherish the Dome of the Rock and other sites in Jerusalem. The Dome of the Rock is a sanctuary over a spot visited by Muhammad on his spiritual night journey (see “Islamic Art and Architecture,” pp. 258–268). The Crusades The Crusades were invasions of the Middle East by European Christians from the 11th–13th centuries and beyond. There were eight major Crusades fought over 200 years. The ultimate goal of the Crusades was to free the Holy Land from Islamic control. The First Crusade was begun by Pope Urban II to answer the Byzantine emperor’s appeal for help in ensuring safe passage for Christian pilgrims to Jerusalem (discussed earlier on p. 135). The Seljuk Turks had captured the Holy Land, and there was concern that they would bar Christians. The Crusades were unsuccessful in achieving their original goal, but they did result in increased trade between Europe and the Middle East. Many Crusaders remained in the Middle East and established lucrative businesses. The remains of many Crusaders’ castles can still be seen in Lebanon, Syria, and Jordan. However, the Crusades are also controversial, since they resulted in many atrocities, including attacks on Jews and Christians, as well as Muslims.

Crusaders in Constantinople

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Crusade Date Outcome Teaching Idea First 1096–1099 Crusaders took Jerusalem, turned many Muslim shrines into Christian churches, and established four Create overheads and make copies Christian kingdoms in the Holy Land. for students of Instructional Masters Second 1147–1149 Church of the Holy Sepulchre was consecrated. Muslims 20a–20c, The Crusades. Use the over- and Jews were banned from Jerusalem. heads to orient students to the Third 1189–1191 Unable to defeat Salah al-Din, Richard I arranged a truce magnitude of the Crusades in terms with Salah al-Din to allow Christians access to Jerusalem. of distances traveled. Have students Most of Holy Land remained under Muslim control. use the map scale to compute the Fourth 1202–1204 Crusaders, acting out of both religious and financial distance between various points in antagonism for the Byzantine Empire, shifted their atten- western Europe and the Holy Land. tion to Constantinople. The Byzantine emperor later retook his empire, but the empire never recovered its Note that the maps deal only with former strength. the first four Crusades, because they Fifth 1218–1221 Crusaders marched on Egypt but failed to achieve adequately convey the extent of the their objective and retreated. Crusades. Sixth 1228–1229 Truce was arranged and Jerusalem, Bethlehem, and Nazareth were turned over to the Christians. Seventh 1248–1254 After Muslim forces retook Jerusalem, the Seventh Crusade was called but accomplished little. Jews, who had Name Date been banned by earlier Crusaders, were allowed to return The First and Second Crusades Study the map. Then use this map when you work on Master 20c. to Jerusalem. Eighth 1270–1272 Crusaders attacked North Africa but withdrew. Crusaders negotiated an 11-year truce in the Holy Land.

Salah al-Din (Saladin) and Richard the Lion-Hearted Of the many warriors who fought on either side in the Crusades, two stand

out: Richard the Lion-Hearted and Salah al-Din. Richard the Lion-Hearted, King e Knowledge Foundation

Richard I of England, led the Third Crusade against Salah al-Din—known as Master 20a Grade 4: History & Geography Saladin to Europeans—and his Muslim forces. As one writer noted, Salah al-Din “was famed for his chivalry.” An example is Salah al-Din’s gift of a horse to Use Instructional Masters 20a–20c. Richard after Richard’s horse had been killed in battle. Salah al-Din said that a warrior of Richard’s caliber should not have to fight on foot. When Richard became ill, Salah al-Din sent him fruit and his own doctor to take care of him. Another example of Salah al-Din’s chivalry was his toleration of Christians and his Teaching Idea agreement to allow pilgrims access to the holy shrines of Jerusalem. This con- Give students the opportunity to con- trasts sharply with the actions of the Christian conquerors of the First Crusade duct research on people of interest, who killed many civilians, including Jews, Christians, and Muslims. 36 such as Salah al-Din and Richard the Richard was an able rival to Salah al-Din but was deserted by his co-leader, Lion-Hearted. Students can orally King Philip Augustus of France. Still, Richard might have prevailed, but troubling share what they learned. news from England, where his scheming brother Prince (later King) John was undermining his government, caused Richard to seek the best peace he could make with Salah al-Din.

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Teaching Idea East and West: Trade and Cultural Exchange Use the overhead of Instructional After numerous attempts, the Crusaders failed to achieve their objective of tak- Master 18, European Trade Networks in ing control of the Holy Land from the Muslims. However, there were a number of the Middle Ages, and the maps from unintended benefits for the Europeans. As noted in Section II, “Europe in the Instructional Masters 20a–20c, The Middle Ages,” (pp. 101–127) the contact between East and West broadened the Crusades, to compare the areas in worldview of western Europeans. The volume of trade between Europe and Asia by Europe from which Crusaders set out way of the Middle East grew, as did the variety of goods available in Europe. Sugar, for the Holy Land and the new trade salt, silks, rice, perfumes, and similar luxury items now appeared for sale in the networks that grew up during and after growing towns of western Europe. Western scholars began to study the writings of this period. What conclusion can stu- Muslim and Jewish scholars and, through them, the knowledge of the ancient dents reach in comparing the two Greeks and Romans. Much of the original work of the Muslim and Jewish scholars maps? (New trade routes grew up in influenced Western philosophy, medicine, science, and mathematics for centuries. areas that sent Crusaders to the Holy Land.) Point out that students have identified a potential cause-and-effect Review relationship. Ask if this was an intended or an unintended result of the Below are some ideas for ongoing assessment and review activities. These are Crusades. not meant to constitute a comprehensive list. Teachers may also refer to the Pearson Learning/Core Knowledge History & Geography series for additional information and teaching ideas. The Big Idea • Create an alphabet book of Islam by assigning individual students or groups in Review of students letters from the alphabet. They should search for an aspect of Islam to write about using that letter. For example, the letter A could stand for Allah. Then Islam was founded by ask students to write a short paragraph about their topic. Collect these into a the prophet Muhammad book for the classroom. in Arabia around 610 CE • Ask students to search magazines or newspapers to find current events arti- and grew into one of the cles about some aspect of this unit of study. National Geographic magazines might three major Western be especially useful. Have students write a paragraph summarizing the content of religions. the article. Pick one day a week to have a current events day and share the arti- cles aloud. You may want to post these on an ongoing current events bulletin board. • The nature of Islamic art with its geometric patterns provides a way to incor- porate the geometry section from Grade 4 mathematics. The lines, patterns, and shapes that dominate the walls of mosques and other buildings are an excellent way to introduce segments, rays, lines, and the types of lines (horizontal, vertical, perpendicular, parallel, and intersecting). Use art from buildings to identify and draw these shapes and lines. You may also practice finding the area of shapes and using square units. Students may create word problems based on the art and create pictures with geometric measurements. • Have the class write poems based on this unit of study. Create a pattern for them to follow, such as an acrostic poem. Use the name of a place or person from this section, such as Islam or Cordoba, to write down the left side of a piece of paper. Brainstorm a list of words that describe the person or place and post them at the front of the room. Then have students write sentences or phrases using the letters of the person or place as the first letter of each sentence or phrase. Post these around the classroom or share them with another Grade 4 class.

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At a Glance The most important ideas for you are: ◗ Islamic art refers to both sacred and secular works made in Islamic cultures or those they influenced. ◗ Islamic art is highly decorative and emphasizes the two-dimensional quality of its surfaces. ◗ Public Islamic sacred art does not depict human figures or animals. ◗ Calligraphy and manuscript illustration are essential artistic expressions of Islamic culture. ◗ Domes and minarets are important features of Islamic architecture.

What Teachers Need to Know Background Note: The descriptions and activities in the main text below are Teaching Idea intended to help you become familiar with the artworks before present- ing them to students; however, some of the activities might be adapted for Throughout this section, be sure to classroom use. Activities intended specifically for students can be found include a discussion of how the culture in the Teaching Idea sidebars. The Looking Questions are also printed on being studied is reflected in the art- the reverse side of the Art Resources and have been written with students work being studied. Additionally, be in mind so that they might be used as a rough plan for class discussion. sure to review the elements of art You should feel free to use these questions or develop questions of your (shape, line, color, design, texture, etc.) own. Be sure students have time to look at the reproductions carefully studied in previous grades. before asking the Looking Questions. The study of Islamic art offers a perfect opportunity to examine Islam’s contributions to culture (for instance, the introduction of the pointed arch), history Cross-curricular (for example, the translation and preservation of ancient Greek and Roman Teaching Idea writings), and mathematics (such as the introduction of Arabic numerals). As You may wish to teach “Islamic Art you move through this section, help students understand how Islamic artworks and Architecture” while students are embody and reflect information about Islamic ideas, beliefs, and society. studying Islam in the World History and Geography section (pp. 128–142). Characteristics of Islamic Art Take a look at the included reproduction of the illuminated manuscript Layla and Majnun at School. What immediately strikes you about this work? The color, Teaching Idea abundant design, inclusion of writing in the form of calligraphy? How about the We have included an additional Art architectural references? This small piece exemplifies many of the most important Resource not listed in the Sequence in characteristics of Islamic art. The term Islamic art describes both the pieces cre- this section, Layla and Majnun at ated specifically in the service of the religion of Islam as well as secular art pro- School, a small painting that shows duced in the lands it influenced. many of the architectural features of The prophet Muhammad began spreading the religion of Islam in the early Islam discussed in this section. 7th century CE. Muslims believe that Allah [ah-LAH] (the Arabic word for God) made his divine revelations to the prophet Muhammad (c. 570–632 CE) around 610 CE. These revelations were then written down, becoming the Qur’an [kuh-RAN], the holy book that describes Islamic faith, practice, and law. 260 Grade 4 Handbook CK_4_TH_VA_P243_295.QXD 9/28/05 1:57 PM Page 261

Because the written word has long been associated with the Qur’an, calligraphy—elegant handwriting—became the supreme element of Islamic art. Calligraphy is very important to Islamic culture; it appears in secular art, as well. Artists included calligraphy on secular works such as metalwork, pottery, stone, glassware, and palace architecture (see the discussion and Looking Questions for the Court of the Lions in the Alhambra Palace on pp. 264–265). Reexamine Layla and Majnun at School. Do the figures or the designs dominate the scene? Figures appear in this secular work, but they would not appear in public religious art because the Qur’an forbids idolatry, or the worship of images. As a result, purely decorative elements prevail in Islamic religious art, often filling virtually every available space. These decorative elements appear in secular works as well. The curvilinear, ornate interweaving of abstract shapes and floral and vegetal imagery (as seen in Layla and Majnun at School and along the walls of Teaching Idea the Alhambra) is called arabesque—meaning “in the Arab style.” Have students look at an arabesque Islamic reliance on pattern and design heightens the flat quality of position in ballet (use any book of two-dimensional surfaces. Islamic paintings, furthermore, do not employ the basic dance positions) and then at illusionist, single-point perspective that is typical in Western art. Instead, a fig- the arabesque designs in any of the ure’s size commonly denotes its importance, as evident in Layla and Majnun at included reproductions. Ask students School. Notice the large teacher in the white turban. He sits on top of the red- why they think the term is applied to bordered, black rug. Even though we know that the carpet lies flat on the floor, it both of these artistic expressions. simultaneously appears to be an extension of the back wall. (Both have an ornamental, linear Islamic representational painting plays with the idea of space in other ways. aspect.) The illuminator has shown us the inside, outside, and rooftop of the building. We see consecutive events happening simultaneously in different spaces, and this tells a narrative story of both time and space. Islamic artistic expressions are not limited to architecture and miniatures, but also include rugs, textiles, metalware, pottery, glassware, carved wood (doors, panels, ceilings, etc.), and stucco (highly decorative molded plaster applied to walls and arches). The decorations applied to these objects show a love of materials and an elegance of design. Opulent color is another common characteristic of Islamic art. Gold shim- mers on manuscript pages. Stucco, textiles, ceramics, metalwork, stone, and glasswork are all visually splendid. Royal patrons paid for the expensive materials—and the sacred and secular art they commissioned in turn reflected their wealth, status, and prestige. Islamic rulers also built mosques, paying for their construction, furnishings, and decorations. Religious buildings served the spiritual needs of the community and also functioned as headquarters for educational and charitable institutions. Domes, minarets, and pointed arches are among the most prominent features of Islamic architecture. The miniaturist even depicted two of these elements in Layla and Majnun at School. Locate the blue dome and also the pointed arch created where the white and blue floral patterns meet in the central background— right over the main action of the composition. Now examine the luminous gold dome in the included reproduction of the Dome of the Rock. (See the discussion and Looking Questions on pp. 263–264 for more information.) The dome reflects the piety of the master builders Rija ibn Haya and Yazid ibn Salim, who spent all their wealth on the monument. You’ll also find pointed arches in the included reproduction of the Court of the Lions in the Alhambra Palace. (See the discussion and Looking Questions on pp. 264–265 for more information.) Visual Arts 261 CK_4_TH_VA_P243_295.QXD 9/28/05 1:57 PM Page 262

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The third element of Islamic architecture is the minaret. Minarets are slender Teaching Idea towers from which a muezzin [moo-EH-zuhn] (crier) on a balcony beckons the To locate more pictures of Islamic art, faithful to pray five times a day. The Taj Mahal has splendid minarets and domes. do an Internet search for “minarets” This impressive, pure white-marble building in Agra, India, is not a mosque, but and other keywords from this section. a tomb, built in honor of and named for Mumtaz Mahal, the favorite wife of the Muslim emperor Shah Jahan. Minarets anchor this elegant architectural testimo- ny of love, which took over 20,000 workers approximately 20 years to complete. Islamic architecture thrived not only in mosques and madrasahs (religious colleges), but in secular buildings as well, such as palaces (see the discussion and Looking Questions for the Court of the Lions in the Alhambra Palace on pp. 264–265), khans (inns), hospitals, and sooks (bazaars). Layla and Majnun at School (16th century, Safavid Teaching Idea 5 Islamic miniatures are full of detail. Period) Before discussing the included repro- Islamic artists excelled at book illustration. Here we find the widely popular duction of Layla and Majnun at School, romantic Islamic story of Layla and Majnun, which tells of the soul’s search for have students study it carefully and God and has inspired countless poems, legends, and epics. School plays a pivotal then use their observations of the fig- role in the tale because it is here that, at the tender age of 10, the hero, Majnun, ures’ interaction and the details of the meets his beloved, Layla. location to inspire a story based on the As is typical in Islamic painting, the artist presents multiple spaces and per- scene. Afterward, have students share spectives simultaneously. The artist shows indoors and outdoors side by side; their compositions and identify the sim- sometimes we seem to be looking down (for example, at the figures on the rug), ilarities and differences in their stories and sometimes we seem to be looking up (for example, at the figure on the roof and the details they observed. calling the faithful to prayer). These perspectives combine into a kaleidoscopic composition. Calligraphy fills the rectangle over the white arch-like shape and runs along the bottom border. Decorative elements, calligraphy, and people fill every available millimeter of space. The resulting work is densely packed with visual information that takes considerable observation time to reveal all its complexity. Looking questions Note: Cover up the title on the front of the print before showing to students. • What are the different figures doing? The figures are reading and writing calligraphy. The figures to the left are playing ball. • Based on the figures’ actions, what kind of buildings do you think the artist has depicted? The artist has depicted a school. Have students point out clues that this is a school. • What kinds of patterns appear on the walls and the rug? Floral and geometric patterns appear on the walls and the rug. • What Islamic architectural element appears on the building roof? The roof of the building is a dome. • What do you think the man on the roof is doing? He might be calling students to school or calling people to prayer.

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6 The Dome of the Rock (c. 688–691 CE) The Dome of the Rock in Jerusalem is the oldest complete example of Islamic architecture that is still standing. It was built as a shrine to mark the place from which Muslims believe that Muhammad ascended into heaven on his “Night Journey,” and it is also where they believe the Last Judgment will occur. Jews and Christians revere this sacred ground as the site upon which King Solomon built a temple to Yahweh to commemorate Abraham’s sacrifice and to house the Ark of the Covenant between the Jewish people and God. Abd al-Malik, a member of the first Muslim dynasty, had the shrine built between 688 and 691 CE. Islam was still a nascent religion at the time, and the Arabs were in the process of a military conquest that took them from the Arabian Peninsula into Persia, North Africa, and western Europe. Before the Muslim expansion, Jerusalem had been part of the Byzantine Empire and had attracted a great number of Christian pilgrims. The city was full of monuments to the Christian faith, including the impressive Church of the Holy Sepulchre and the Chapel of Ascension. For this reason, Abd al-Malik sought not only to mark Jerusalem as a Muslim holy place, but also to build a lasting monument for his faith. By picking a site with religious significance for Jews, Christians, and Muslims alike, Abd al-Malik ensured that the Dome of the Rock both celebrates the common heritage of these religions and asserts the primacy of Islam. For Muslims, the Dome of the Rock (also known as the Mosque of Omar) marks the site where the prophet Muhammad ascended to the heavens to receive Allah’s instructions, which Muhammad then delivered to his followers upon his return to earth. The shrine consists of an octagonal structure built on top of an elevated plat- form. Within this structure, 12 columns and four piers support a cylindrical drum upon which rest two enormous domes, an internal spherical dome of wood, and an external elliptical dome covered with gilded aluminum. Each side of the octa- gon measures about 66 feet (20 meters), and the top of the elliptical dome is 149 feet (45 meters) high. The plan of the shrine echoes that of several early churches, such as the Church of St. Costanza in Rome, the Church of San Vitale in Ravenna, and the Church of the Holy Sepulchre in Jerusalem. However, the elliptical dome was unique to Muslim architecture. The monument is filled with rich symbolism. Its glittering dome (of wood, originally overlaid with lead and gilding) thrusts upward, representing heaven, Allah’s realm. Porcelain tiles today replace the original glass mosaic facing, whose beauty indicated the magnificence of God’s earth. The Dome of the Rock today is a shrine for pilgrims. There is a mosque adja- cent to it for prayers. Slender minarets are an essential element in Islamic architecture and appear on mosques and many other Muslim religious buildings. The prophet Muhammad’s compound in Medina was the first place Muslims gathered for prayer. His compound, with an enclosed courtyard, a building at one end for prayer, and arcades on the sides, became the model for all mosques. Looking questions • What things catch your eye about this building? The gold dome is quite striking, as is the enormous entrance.

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• What does the gold tell you about the building? The expensive materials used in this building show that it is important. • This building is a mosque, a place of worship like a church or temple. How does the top half of the mosque contrast with the bottom half? The bottom half of the mosque is more decorative and has flat sides, which create an octagonal form. The dome is round—a hemisphere on top of the vertical lines. • Why are the materials used in this building especially appropriate for a desert climate? The sun reflects off the gold dome. • Which parts of this building are symmetrical? Can you find any parts that are not? The building is mostly symmetrical, though some of the wall decoration is not. Teaching Idea Court of the Lions, the Alhambra Palace (mid-14th Have students reexamine the pointed 7 arches in the Gothic architecture of century) Notre Dame introduced in the included The Alhambra was the largest of the great alcazars, or fortresses, that the reproductions for Section I (pp. 245–247). Moors built in Spain. Its history, like that of most of medieval Spain, is complex Tell students that Europeans brought and often difficult to unravel. Indirectly, it began with the Moorish invasion from this architectural feature home with North Africa in the 7th century CE. By 732 CE, these adherents of Islam had con- them when they returned from the quered Spain and reached Poitiers in southern France. Here, they were met and Crusades in the East. Have students defeated by an army of Christian defenders led by Charles Martel. For the next hunt for pointed arches in the included 700 years, Christians and Muslims fought for control of the Iberian Peninsula. reproduction of the Court of the Lions to The Muslims, handicapped by internal strife and intrigue, as well as external pres- see an original Islamic version. With sures from the Moors in North Africa and the Christians in the north, began to students, use Instructional Master 69, give way in 976 CE. Venn Diagram, to compare and contrast Granada, the city in southern Spain where the Alhambra was built, was not similarities and differences between much more than a village in the early days of Muslim dominion. By 1025 CE, how- Gothic and Islamic architecture. ever, it had grown enough to attract the attention of the Zirids, Muslim Berber kings of one part of Muslim Spain, who began building fortifications on the site of what later became the Alhambra. It has also been suggested that the famous stone lions that are now part of the magnificent Court of the Lions

Name were built at this time. Venn Diagram The Alhambra consists of a vast fortified enclosure, within which an alcazaba (military fortress with barracks, stables, etc.), a palace area, and a craftworker’s quarter are situated. The entire complex includes a dazzling array of domes, courts, vaults, columns, galleries, and gardens. The perime- ter of the enclosure measures some 7,218 feet (2,200 meters), and is studded with no fewer than 22 towers of various shapes and sizes. The beautifully constructed palace area includes three main sections, the Mexuar (believed to be where the royal court met), the Palacio de Comares (built around a

Directions: Venn diagrams are useful for showing how things are alike in some ways, but different in others. Where the circles overlap, write or draw how both things are alike. Where the circles don’t overlap, write or draw how two things are different. splendid rectangular pool), and the Palacio de los Leones (which surrounds

Master 69 a courtyard with a fountain supported by carved stone lions). Much of the palace area is decorated with geometric patterns and poetic Use Instructional Master 69. calligraphy rendered in stucco, tile, or wood paneling. This ornamentation is often quite intricate and detailed. For example, 8,017 pieces of different-colored woods were used in the decoration of one room alone, the Hall of Ambassadors. In some places, the interior design of the Alhambra reflects the influence of

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Christian art on the Muslim community in Spain. Contrary to the conventions of Islamic art, the Hall of Kings contains several ceiling paintings of men at war, all Teaching Idea of which appear to be in Gothic style. For more pictures of the Alhambra, do an Internet search for “Alhambra,” The space is elegant. The slim (sometimes double) marble columns stand along with other keywords from this below the arches—the rounded ones inspired by Roman architecture as well as section, e.g., “Palacio de los Leones.” the Muslim pointed arches. Stucco (plaster used in decoration) creates a rich sur- face texture, filling every flat space with intricate, abstract designs. The lacy, linear patterns repeat in the calligraphy around the fountain rim. The calligraphy is an Arabic poem that describes how the fierce lions are behaving themselves out of respect for the king. The fountain’s burbling water adds to the beauty of the Teaching Idea palace. Have students make quick sketches Washington Irving, an American writer whose work students study this year for a courtyard in their own invented in language arts, briefly lived in the Alhambra. Irving was serving as an American royal residence, creating their per- diplomat in Spain from 1826–1829, and while there, he resided in and wrote sonal style of architecture rather than about the Alhambra. Irving published his sketches and stories as The Alhambra in copying the Alhambra designs. What 1832 (see More Resources). Irving later returned to Spain from 1842–1846 as the type of arches, wall decorations, U.S. ambassador to Spain. fountains, roofs, and so forth, will they draw to evoke a sense of royal Looking questions chambers? Afterward, have students Note: Cover up the title on the front of the print before showing to students. write and edit a story about an event • If you closed your eyes in this courtyard, what sounds would you hear? that takes place in their courtyard, You would hear water from the fountain. articulating the characters and their • What animals surround the fountain? Lions surround the fountain. interaction amidst the architecture. • What different shapes of arches are used in the building? There are both pointed and rounded arches. • What kind of decoration covers the walls? There are abstract patterns cov- ering the walls. • What examples of Islamic art and architecture do you see in the picture? There are two types of arches and decorative mosaics along the top of the walls. Point out the geometric patterns.

8 Taj Mahal (1630–1653) Teaching Idea The building of the Taj Mahal was an act of love and devotion. Shah Jahan, Before telling students the history of one of the early Muslim emperors during the Mughal reign in India, built it as the the Taj Mahal, show them a picture of final resting place for his favorite wife, Mumtaz Mahal, who died in childbirth. it, and ask them to write a paragraph During their 18 years of marriage, the couple had 14 children. Mumtaz Mahal predicting why it was built. Ask stu- often accompanied Shah Jahan on his military campaigns. The pair’s love was dents to share their predictions with remarkable in an era when most royal marriages were political and/or economic the class, and keep track of the pre- alliances, rather than matters of the heart. 47 dictions on the board. After everyone Although the Taj Mahal is fit for royalty, it is not a palace, but a large tomb, has shared their prediction, tell the or mausoleum. The Taj Mahal consists of four main elements—the main gateway, class the history of the Taj Mahal. garden, mosque, and the mausoleum itself. Passages from the Qur’an decorate the outside of the palace, along with intertwined floral mosaic designs. One of the most striking features of the Taj Mahal is its proportionality—the calligraphy, for example, increases in size so that it maintains its perspective relative to the position of the viewer. Numerous sources cite the Indian architect of Persian descent, Ustad Ahmad

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Lahori, as the designer. Skilled masons, craftworkers, sculptors, and calligraphers Teaching Idea from Persia, the Ottoman Empire, and Europe all participated in the construction Make a list of all the features of the of the Taj Mahal. The building took about 20,000 workers more than 20 years to Taj Mahal that students think make it complete. Building materials, which included marble, jade, crystal, turquoise, and impressive. Discuss aspects such as sapphire, came from all over India and Asia. It is estimated that the Taj Mahal cost color, size, shape, and design. As a more than 32,000,000 rupees—an astronomical sum for the time. class, find a local public building to Looking questions study that is also visually impressive. • What attracts your attention about this building? The colors, the dome, What aspects of this building con- and different kinds of towers in this building immediately attract your tribute to its impact? Compare and con- attention. trast the two lists. Remind students that domes, minarets, and pointed arches • What do you think the building might be used for? Answers may include a are Islamic features, some of which church, the home of someone important, etc. Explain that the building was appear in Western architecture today. commissioned as a memorial to the wife of Emperor Shah Jahan by the emperor himself. • Where are examples of three important Islamic architectural features? The domes, minarets, and pointed arches are examples of important Islamic architectural features. • Point out the minarets. What are minarets used for? What do they tell us about Shah Jahan? Minarets are used in Islamic culture to call people to prayer. Shah Jahan was a Muslim. Name Date Elements of Islamic Art and Architecture

Study the pictures of art and architecture from three major Islamic buildings. Khawja Shayebhn, Oldest Handwritten Qur’an (1649) Label each picture using words from the box. 9 calligraphy dome floral designs animal statues minarets pointed arch The Qur’an is the cornerstone of the Muslim faith and a guide for all facets

1. Dome of the Rock (Jerusalem) of life. Muslims believe that the angel Gabriel transmitted its contents to the prophet Muhammad from about 610 CE until Muhammad’s death in 632 CE. As

dome calligraphy Muhammad received these revelations, he recited them to scribes, who kept a

2. Court of the Lions (Spain) written record. In 651 CE, after Muhammad’s death, the writings were collected into a standard version of 14 suras (chapters).

pointed arch animal statues It is the importance of the Qur’an in Muslim life that encouraged the develop- 3. Taj Mahal (India) ment of the exquisite calligraphy that plays such a predominant role in Islamic art. The calligraphy that communicates the words of the Qur’an is considered an art

floral designs minarets form of the noblest pursuit. The prohibition against figural decoration in religious

Purpose: To identify specific features of art and architecture from three major Islamic buildings Copyright ©Core Knowledge Foundation Copyright ©Core art means that there are no pictures of Muhammad or other persons in illuminat- Master 37 Grade 4: Visual Arts ed manuscripts of the Qur’an. Rather, calligraphy is a focal point, as geometric and Use Instructional Master 37. floral designs enhance each page. Looking questions • This is a handwritten Qur’an. Can you see the handwriting? The writing is in the center of the page. • What kind of balance is used in the decoration of these pages? The decoration of these pages is symmetrical. • What types of lines are used in the design? Vertical, horizontal, and curv- ing lines are used in the design. • What types of shapes are used? Both geometric and organic shapes are used. • Why might the designer have used this combination of lines and shapes? This combination of lines and shapes provides balance and structure, but also offers variety.

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• How does the decoration send a message about the words on the page and about the book itself? The decoration focuses attention on the words and provides an elaborate frame for them. The decoration also emphasizes the importance of the book. • Compare the page from the Book of Kells with the pages of the Qur’an. How are they similar? How are they different? Answers will vary.

The Big Idea Review in Review Islamic art and architec- Below are some ideas for ongoing assessment and review activities. These are ture is highly decorative, not meant to constitute a comprehensive list. and much of it avoids • Show the class pictures of the three buildings, the Dome of the Rock, the depictions of the human Alhambra, and the Taj Mahal. Give each student a chart divided into three figure. columns and ask them to write down the distinguishing characteristics of the three buildings. After completing a column describing each building, have students write a paragraph saying which building is their favorite and why. Make sure that they use supporting details from their observations in their paragraphs. • The nature of Islamic art with its geometric patterns provides a way to connect with or build on the geometry section from Grade 4 Mathematics. The lines, patterns, and shapes that dominate the walls of mosques and other buildings are an excellent way to introduce or reinforce segments, rays, lines, and the types of lines (horizontal, vertical, perpendicular, parallel, and intersecting). Use pictures of the walls from these buildings to identify and draw these shapes and lines. You may also practice finding the area of shapes and using square units. Students may write word problems based on the art and create pictures with geometric measurements. • Give each student a long piece of paper and have them create a geometric pattern that could have been used to decorate the wall of an Islamic building. Have students paint or color their patterns, and then post these around the top of the classroom to form a border. • Have students create mosaic pictures like the ones found on the walls of Islamic buildings. Create mosaics with small pieces of construction paper glued to a larger template drawn with pencil, or use pieces of tile. Before creating mosaics, have the class brainstorm appropriate subjects based on their study of Islam. When students are finished, have them write a description of their mosaic and choose one of the buildings from this unit where they imagine it could be dis- played. • In general, the best time to ask questions about a specific work of art is while students are looking at it. However, by the end of the unit, students should be able to answer questions like the following: 1. Why are there no images of figures or animals in Islamic public religious artworks? The Qur’an warns against idolatry, or worshipping images. 2. What type of decoration is typical in Islamic art? Typical decoration includes floral, vegetal, and curvilinear abstract designs.

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