PRAXIS REVIEW SHEET WORLD and UNITED STATES HISTORY: CONTENT KNOWLEDGE (0941) World History Decline of Classical Civilizations and Change--Circa 500 B.C.E.-1400 C.E

Total Page:16

File Type:pdf, Size:1020Kb

PRAXIS REVIEW SHEET WORLD and UNITED STATES HISTORY: CONTENT KNOWLEDGE (0941) World History Decline of Classical Civilizations and Change--Circa 500 B.C.E.-1400 C.E NORTHERN STATE UNIVERSITY PRAXIS REVIEW SHEET WORLD AND UNITED STATES HISTORY: CONTENT KNOWLEDGE (0941) World History Decline of Classical Civilizations and Change--Circa 500 B.C.E.-1400 C.E. History 121: Western Civilizations I, History 313: History of the Middle East Praxis concepts addressed in these courses: Rise and Expansion of Islam; Islamic Civilization If you took Dr. Bartusis’ Middle East class, reviewing that material will be very helpful in answering any questions related to this concept. Reviewing the Islam material from your History 121 courses will also help. See first the Islam outlines below and on my Web site: http://www.northern.edu/marmorsa/islam.html. For more thorough coverage, see the material on Islam included on the Washington State University World History site: http://www.wsu.edu:8080/~dee/ISLAM/ISLAM.HTM Major themes: Life and career of Muhammad, major ideas of the Koran, the “Five Pillars of Islam,” rapid Moslem expansion and the reasons for this expansion, establishing of the Caliphate, religious/political divisions among the Moslems Key terms: Muhammad, Khadijah, Mecca, Medina, Islam, Koran, Five Pillars of Islam, Shahada, Mosque, Ramadan, Haj, Jihad, Caliph Rise of Islam I. Career of Mohammed (570-632) A. Birth/early life/marriage to Khadijah B. Visions/early conversions C. Flight from Mecca to Medina (Hegira) D. War with Mecca/victory II. Moslem strengths A. Koran B. Five Pillars 1. Faith (expressed in Shahada) 2. Prayer (in private and in Mosques) 3. Fasting (during Ramadan) d. Alms e. Pilgrimage to Mecca (Haj) f. Jihad (Holy War) C. Moslem Expansion, led by Caliphs 1. Syria and Iraq (633) 2. Egypt (639) Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. 3. Persia (640) 4. Spain (711) 5. Byzantium (1453--and almost many times before) D. Reasons for Moslem success 1. Mutual destruction of Persia/Byzantium 2. Half-hearted Christian resistance a. Religious division among Christians b. Moslem tolerance of Christians c. Incentive to conversion: taxes! 3. Ability to combine best of Persia, Greece, Rome 4. Exceptionally able leaders (Umar, Mu'awiyah) 5. Moslem success 6. Ability to absorb converts/transform opponents 7. Advantages of Moslem law 8. Islam exactly what human beings want in a religion Development of this review sheet was made possible by funding from the US Department of Education through South Dakota’s EveryTeacher Teacher Quality Enhancement grant. .
Recommended publications
  • In Their Own Words: Voices of Jihad
    THE ARTS This PDF document was made available from www.rand.org as CHILD POLICY a public service of the RAND Corporation. CIVIL JUSTICE EDUCATION Jump down to document ENERGY AND ENVIRONMENT 6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit research NATIONAL SECURITY POPULATION AND AGING organization providing objective analysis and PUBLIC SAFETY effective solutions that address the challenges facing SCIENCE AND TECHNOLOGY the public and private sectors around the world. SUBSTANCE ABUSE TERRORISM AND HOMELAND SECURITY Support RAND TRANSPORTATION AND INFRASTRUCTURE Purchase this document WORKFORCE AND WORKPLACE Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Learn more about the RAND Corporation View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND monographs undergo rigorous peer review to ensure high standards for research quality and objectivity. in their own words Voices of Jihad compilation and commentary David Aaron Approved for public release; distribution unlimited C O R P O R A T I O N This book results from the RAND Corporation's continuing program of self-initiated research.
    [Show full text]
  • Hegira Years in Greek, Greek-Coptic and Greek-Arabic Papyri
    WORP, I<. A., Hegira Years in Greek, Greek-Coptic and Greek-Ambic Papyri , Aegyptus, 65:112 (1985:genn.ldic.) p.107 Hegira Years in Greek, Greek-Coptic and Greek-Arabic Papyri It is well known that the Arabs use a year count based upon a lunar year. The point of departure for this count is the day on which, according to the tradition, Mohammed fled from Mecca to Medina, i.e. on 16.VII.622 (cf. V. GRUMEL,La Chronologie, 225, who points out that the traditional date is wrong, as the flight took place in fact 68 days later than the tradition would have it). When Egypt was conquered by the Arabs in A.D. 641, they introduced their own year count into this country while abolishing the traditional counting of regnal years of the emperor in Byzantium, the use of (post-) consular years of this same ruler, and - in the Oxy- rynchite Nome only- the use of a local era. The system of counting fiscal years in cycles of 15 indiction years (the years within each cycle being numbered 1- 15, the cycles themselves being unnumbered) which had been introduced into Egypt ca. A.D. 314 (cf. R. S. BAGNALL- K. A. WORP,Chronological Systems of Byzantine Egypt (=CSBE), 1-8), however, was not abolished by the Arabs (see the discussion by H. Cadell of the chronology of the correspondence of Kurrah b. Sharik in ((Rech. Pap)). 4 [l9671 138ff.). Furthermore, the local population of Egypt started to use the era of Diocletian (later called the era of the Martyrs; year 1 = A.D.
    [Show full text]
  • Medieval Islamic Empires
    HISTORY AND GEOGRAPHY Medieval Islamic Empires Reader Reading the Koran Minaret of a mosque Kaaba in Mecca THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. Medieval Islamic Empires Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work.
    [Show full text]
  • The Rise of Islam.Pdf
    The Rise of Islam Arabia • Bedouin tribes • Arabs, a nomadic people • Tribal society • Sheikh • Shepherds and caravan trade; carriers of goods between the Persian Gulf and the Mediterranean Sea; • Polytheistic, spirits inhabit natural objects – mountains, trees, etc. • Sacred stone - Ka’aba – black meteorite; • Mecca – commercial town; Geography Trade Increases • 5th and 6th centuries – • Byzantine and Persian wars lead to new trade route; Mediterranean>Mecca>Yemen>Indian Ocean; • Strained relations between desert Bedouins and wealthy merchant class in towns; Muhammad (570-632) Born in Mecca, merchant family, orphaned at 6; caravan manager; marries rich widow, Khadija; merchant in Mecca; troubled by growing gap between Bedouin values and values of the affluent commercial elites; meditates in the hills; believes he encounters the angel Gabriel; experiences a revelation from Allah; Allah already revealed himself in past through people like Moses and Jesus, but Muhammad would receive the final and complete revelation; Muhammad • preaches to residents in Mecca • regarded as madman, charlatan or a threat to the social and political order; • Muhammad and followers persecuted; • 622 leaves Mecca and retreats to Yathrib – later Medina; Hegira – first date on Islamic calendar; • first Muslim community formed in Medina; • returns to Mecca with a military force – conquers Mecca • Converts townspeople; 630 -destruction of idols; Teachings • Islam – submission to the will of God; • Islam is monotheistic • There is no god but Allah and Muhammad is his prophet – final and complete revelation; • Allah – creator of the universe • goal is salvation and eternal life Quran • sacred book of Islam • 114 suras-chapters • ethical guidebook • code of law • political theory Fundamental Tenets • Need to obey the will of Allah • Basic ethical code consists of the 5 Pillars 1.
    [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]
  • LINGUISTIC MEANING “Be in This World As If You Were a Stranger Or A
    “Be in this world as if you were a stranger or a traveler.” ~Prophet Muhammad (pbuh) The concept of being a stranger and how to interact with the stranger is a common theme in Islamic religious texts. The two primary sources of Islamic teachings are the Qur’an, the Holy Book of Islam, and the Hadith/Sunnah traditions of Prophet Muhammad (peace be upon him). To Muslims, the Qur’an is the literal Word of God, revealed to Prophet Muhammad (pbuh) through Angel Gabriel, who recited the Qur’an to Muhammad (pbuh) in installments for over twenty-three years. The Hadith on the other hand, refers to the statements, actions, and approvals of the Prophet (pbuh) throughout his mission. They are traced back to the Prophet through a chain of narrators and recorded in canonical books. So, what does Islam say and how do Muslims view the stranger? LINGUISTIC MEANING The concept of being a stranger takes TEXT OF THE HADITH OF THE STRANGER various forms and shapes in the The text of focus for this program is the Prophetic statement teachings of Islam. Some key words narrated by Mujahid: that might help us understand the concept include: ‘Abdullah bin ‘Umar said, “Allah's Messenger (pbuh) took hold of my shoulder and said, ‘Be in this world as if you were Gharib – (Singular) strange, alien, a stranger or a traveler.” The sub-narrator added: Ibn ‘Umar foreign, unknown, unfamiliar used to say, “If you survive till the evening, do not expect to Ghurabaa’ – (Plural) strangers aliens, be alive in the morning, and if you survive till the morning, foreigners do not expect to be alive in the evening, and take from your Ghurbah – Strangeness health for your sickness, and (take) from your life for your death.” (Related by Al-Bukhari)1 These words connote being new or unknown in a place or setting.
    [Show full text]
  • Prophet Muhammad (PBUH)
    Prophet Muhammad (PBUH) Every Sufi order derives its roots from the spirituality of Prophet Muhammad (Peace Be Upon Him). And considers him as the final link of the chain between ordinary human being and the Almighty Allah which goes down through the able spiritual deputies of the Prophet who carry the torch of divine light (Noor) in their heart that was ignited by Prophet Muhammad (P.B.U.H.). This link was established between the Creator and the creation on the Night of Ascension (Meraj) when Allah took His perfect creation Muhammad (P.B.U.H.) to the journey above the seven skies and gives him His Audience -- a status which was never given to any of His creation, even not to the angels at His service. The Sufi thoughts establish that the arrival of the Holy Prophet in this world was not an ordinary event rather it was the culmination of Allah's mercy upon the human being that He sends his Lover as "Sufficient for the Humanity and Mercy for the Worlds." Prophet Muhammad (P.B.U.H.) was born in Mecca on Monday, Rabi-al-Awwal 12, 53 B.H., or December 9, 571 A.D., 50 days after the attack of Abrah, the ruler of Yemen, with his army of elephants on Ka'aba (as described in Holy Qur'an in Surah Feel -- Chapter Elephant). He belonged to the clan of Hashim -- Muhammad Ibn Abdullah Ibn Abdul Muttalib Ibn Hashim. Banu Hashim was a noble branch of the prestigious and influential tribe of Quraish. His father had died before his birth.
    [Show full text]
  • 2015 – 2016 A. Fill in the Blanks Using the Correct Word from the Box. A
    Oscar Academy Under The supervision Of Supreme Council 2015 – 2016 Name : _____________________________ Grade: 4 - ___ Social Revision worksheet A. Fill in the blanks using the correct word from the box. pilgrimage cardinal directions location communication clan caliph a. Communication the exchange of information between individuals. b. Location describes where something can be found. c. Cardinal directions are the four main directions. d. Clan is a group of people who are members of a particular family. e. Clan is a title taken by the Muslim rulers. f. Pilgrimage is a scared journey to Makkah and one of the five pillars of Islam. B. Choose the correct answer. a. _______________ is the people who move from one place to another. i. Messenger ii. Muezzin iii. Nomads iv. Tribe b. Ramadan in the ___________ month of the Hegira calendar. i. sixth ii. Eighth iii. Ninth iv. tenth c. ________________ is the first Caliph after Prophet Muhammad (pbuh)’s death. i. Abu Bakr ii. Omar iii. Othman iv. Ali d. The year _____ AD is known as the Hegira year. i. 615 ii. 622 iii. 634 iv. 642 C. Write T for True and F for False a. Prophet Mohammed (pbuh) and his followers migrated to Yathrib. T b. Prophet (pbuh) was not able to unite the Muslims together. F c. The Ancient world consists of Asia, Africa and Europe. T d. Prophet (pbuh) had four sons. F e. Prophet (pbuh) married at the age of 40. F f. Population composition means dividing the population according to age. T g. The city of Makkah did not have any importance before Islam.
    [Show full text]
  • Investigating and Offering a Novel Pattern for Codifying A
    Science Arena Publications Specialty Journal of Religious Studies and Theology Available online at www.sciarena.com 2016, Vol, 1 (2): 7-17 Investigating and Offering a Novel Pattern for Codifying a Comprehensive Book on Holy Quran and Islamic Teachings Instruction in Planning a Lesson for Getting Familiar with the Holy Quran Reading in Country’s Islamic Azad Universities Hossein Pirakeh Msc Student of Quran and Hadith PNU University, Qom, Iran. Abstract: The Holy Quran is a profound and enormous sea. Pondering over the endless ocean of the Honorable Words of the God provides for the quarry of the brilliant spiritual pearls. The celestial book’s teachings are many; thus the sciences that enable solutions and approaches from this great book are also numerous and pithy. The investigation of the holy Quran and making efforts to stylize the holy Quran teaching is an important and huge task. The present article deals with the survey as well as offering solutions for a better and more effective teaching of the holy Quran. Thereupon, teaching holy Quran in various study fields such as memorization, proper reading and reading, concentrating on and acquisition of the Holy Quran sciences (the stances of the Ayat revelation, interpretation and paraphrasing etc.), paying heedful attention to the lesser gravity of the holy Quran, to wit Ahl Al-Bayt (peace be upon them), the ones who have been introduced by the God’s Apostle (may Allah bestow him and his scared progeny with the best of His regards) as the collaterals to the holy Quran guiding and navigating Islamic nation, are among the important cases of staying attentive to the holy Quran teachings and providing for a greater enjoyment of the revelation teachings.
    [Show full text]
  • Prophet Muhammad
    1 MUHAMMAD RASULULLAH In the Name of Allah, the Most Beneficent, the Most Merciful MMUUHHAAMMMMAADD RRAASSUULLUULLLLAAHH THE APOSTLE OF MERCY By S. Abul Hasan Ali Nadwi Revised by ICSFP International Committee for the Support of the Final Prophet Website: www.icsfp.com Email: [email protected] INTRODUCTION 2 Table of Contents Introduction THE AGE OF IGNORANCE RELIGIOUS CONDITIONS SOCIAL AND MORAL CONDITIONS THE BYZANTINE EMPIRE THE PERSIAN EMPIRE INDIA ARABIA EUROPE THE ERA OF DARKNESS AND DEPRESSION WORLDWIDE CHAOS THE ADVENT OF PROPHET MUHAMMAD ARABIA'S ERA OF DEPRESSION NEED FOR A NEW PROPHET ARABIAN PENINSULA THE LAND AND IT'S PEOPLE CULTURAL CENTRES ARABIA IN ANCIENT HISTORY EARLIER REVEALED RELIGIONS OF ARABIA MECCA, BEFORE THE PROPHET ISMA'IL IN MECCA 3 MUHAMMAD RASULULLAH THE QURAISH QUSAYY B. KILAB BANI HASHIM MECCAN PAGANISM THE ELEPHANTS AN IMPLICIT BELIEF OF THE QURAISH REPERCUSSIONS OF ABRAHA'S FAILURE MECCA, THE PROPHET’S BIRTHPLACE THE METROPOLIS RECONSTRUCTION OF MECCA THE CITY STATE COMMERCIAL OPERATIONS PROSPEROUS FAMILIES OF QURAISH CULTURE AND ARTS MILITARY PROWESS MECCA, THE HEART OF ARABIA THE MORAL LIFE FROM BIRTH TO PROPHETHOOD ‘ABDALLAH AND AMINA THE BIRTH OF THE PROPHET THE SUCKLING PERIOD DEATH OF AMINA AND ‘ABDUL MUTTALIB. ABU TALIB BECOMES THE GUARDIAN DIVINE TUTELAGE MARRIAGE WITH KHADIJA RECONSTRUCTION OF THE KA’BA INTRODUCTION 4 HILFUL FUDUL A MYSTIFYING UNREST AWN OF PROPHETHOOD HUMANITY’S MORNING TIDE IN THE CAVE OF HIRA PREDICTION OF WARAQA B. NAWFAL KHADIJAH ACCEPTS ISLAM ‘ALI B. ABU TALIB AND ZAYD B. HARITH
    [Show full text]
  • Damascus and Cairo: Two Heads of Husayn for Two Kinds of Worship
    <Special Feature "Holy Relics and Religious Commodities in Title Islam">Damascus and Cairo: Two Heads of Husayn for Two Kinds of Worship Author(s) LUIZARD, Pierre-Jean イスラーム世界研究 : Kyoto Bulletin of Islamic Area Studies Citation (2020), 13: 50-55 Issue Date 2020-03-24 URL https://doi.org/10.14989/250322 ©京都大学大学院アジア・アフリカ地域研究研究科附属 Right イスラーム地域研究センター 2020 Type Departmental Bulletin Paper Textversion publisher Kyoto University イスラーム世界研究 第Kyoto Bulletin of Islamic Area 13 巻(2020Studies 13 年(March 3 月)50‒55 2020) 頁 Kyoto Bulletin of Islamic Area Studies, 13 (March 2020), pp. 50–55 Damascus and Cairo: Two Heads of Husayn for Two Kinds of Worship Pierre-Jean LUIZARD* During the Battle of Karbala in Iraq on October 10, 680, the powerful army of Yazid ibn Muawiyah confronted the followers of Husayn, who were down to 72 men. The first one killed was Qasim, the ten-year-old son of Husayn’s brother, Hasan. He was split into two by a single blow from a sabre. Husayn’s horse fell, grazed by an arrow. As he sat on the ground, the enemy soldiers did not dare kill him — not wanting to be held responsible for the death of the Prophet’s grandson. Abdallah, Husayn’s one-year-old son, was crying; just as Husayn took him into his arms to console him, an arrow hit the child in the ear, killing him instantly. Weakened by thirst, Husayn was about to drink from the waters of the Euphrates when an arrow hit him in the mouth. Seven or eight men fell upon him — one of them stabbed him in the back with his lance while another severed his head as he fell to the ground.
    [Show full text]
  • Orientalists' Perspectives on Hadith
    International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 11, November, 2019, E-ISSN: 2222-6990 © 2019 HRMARS Orientalists’ Perspectives on Hadith Idri Shaffat, Rohaizan Baru To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v9-i11/6677 DOI: 10.6007/IJARBSS/v9-i11/6677 Received: 12 October 2019, Revised: 24 October 2019, Accepted: 12 November 2019 Published Online: 28 November 2019 In-Text Citation: (Shaffat, & Baru , 2019) To Cite this Article: Shaffat, I., & Baru, R. (2019). Orientalists’ Perspectives on Hadith. International Journal of Academic Research in Business and Social Sciences, 9(11), 1326–1339. Copyright: © 2019 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 9, No. 11, 2019, Pg. 1326 - 1339 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 1326 International Journal of Academic Research in Business and Social Sciences Vol. 9 , No. 11, November, 2019, E-ISSN: 2222-6990 © 2019 HRMARS Orientalists’ Perspectives on Hadith Idri Shaffat Sunan Ampel State Islamic University, Surabaya Indonesia E-mail: [email protected] Rohaizan Baru Research Institute for Islamic Products and Malay Civilization, Universiti Sultan Zainal Abidin, Terengganu Malaysia Email: [email protected] Abstract This article aims to explain the views of the Orientalists about the Prophet hadiths, especially in terms of their origins and authenticities.
    [Show full text]