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California Standards History-Social 7.2 Students analyze the geographic, political, economic, reli­ gious, and social structures of the of in the . Analysis Skills HR 1 Frame questions for and research. HR 5 Determine the context in which statements were made. English- Arts 7.2.5a Include the main ideas and most significant details. 7.2.0 Students read and understand grade-level­ appropriate mate ri al.

Writing an "I Am" Poem Many intriguing people were involved in the early days of Islam. After reading this section, you will write an "I Am " poem about one person- real or imaginary- from this period. 634 756 Muslim Cordoba forces becomes CHAPTER unite the capital of EVENTS Arabia. Muslim .

WORLD 7005 EVENTS Viking raids begin in northern . 1453 The Ottomans 1631 1325 capture 1501 Jahan Ibn Battutah . The Safavids begins begins his conquer the travels. Persia. Taj .

1521 1588 English nobles Cortes England force King conquers defeats the John to accept the Aztec Spanish Magna Carta. Empire. Armada . ~/.l)v

THE 77 Focus on Themes In this chapter, you will political leaders made . You will also see how learn about the spread of Islam after 's Muslim scholars increased the world's knowledge of death. You will read about great conquests and science, especially in , , math, powerful empires. As you read, you will learn how and medicine.

Questioning

Focus on Reading Asking yourself questions is a good way to be Additional reading support sure that you understand what you are reading. You should always ask can be found in the yourself theW questions-who the most important people are, when and where they lived, and what they did. I Analytical Questions Questions like why and how can also help you make sense of what happened in the past. Asking questions about how and why things happened will help you better understand historical events.

Growth of Territory [The in ] grew in the mid-lSOOs under an emperor named . He .. . began a toler­ ant religious policy. Akbar believed that no single , including Islam, had all the answers. He got rid of the on non- and invited to be part of the Mughal government. How? think any single Akbar removed religion could penalties from provide people non-Muslims and with everything granted them new t I they needed. ~

78 CHAPTER 4 You Try It! . Chapter 4 Section 1 Read the following passage and then answer the questions below. (p. 80) caliph (p. 80) Geography tolerance (p. 83) During the mid-llOOs, a Muslim geogra­ From Section 2 pher named al-Idrisi collected information Chapter4, (p. 88) from Arab travelers. He was writing a geog­ p.95 Mehmed II (p. 89) raphy and wanted it to be very accu­ (p. 89) rate. When al-Idrisi had a question about Suleyman I (p. 90) where a mountain, , or coastline was, harem (p. 90) he sent trained geographers to figure out its Shia (p. 90) exact location. Using the information the Sunni (p. 90) geographers brought back, al-Idrisi made Section 3 some important discoveries. For example, Ibn Battutah (p. 95) he proved that land did not go all the way (p. 96) around the as many people Khayyam (p. 97) thought. patrons (p. 97) (p. 97) (p. 98) Answer these questions based on the passage you just read. Academic Vocabulary 1. Who is this passage about? Success in school is related to knowing academic vocabulary­ 2. What is he famous for doing? the words that are frequently used in school assignments and discus­ 3. When did he live? sions. In this chapter, you will learn the following academic words: 4. Why did he do what he did? development (p. 83) 5. How did he accomplish his task? establish (p. 97)

6. How can knowing this information help you understand the past? As you read Chapter 4, ask questions like who, what, when, where, why, and how to help you understand what you are reading.

THE SPREAD OF ISLAM 79 If YOU were there ... You are a farmer living in a village on the coast of India. For centuries, your people have raised and spun its f1bers into a soft fabric. One day, a arrives in the harbor, bringing traders Main Ideas from far away. They bring interesting goods you have never seen 1. Muslim armies conquered many lands into which Islam before. They also bring new ideas. slowly spread. 2. helped Islam spread What ideas might you learn from the traders'! into new areas. 3. A mix of cultures was one result of Islam's spread. 4. Islamic influence encouraged the growth of cities. BUILDING BACKGROUND You know that for years traders traveled t through Arabia to markets far away. Along the way, they picked up The Big Idea new goods and ideas, and they introduced these to the people they met. Some of the new ideas the traders spread were Islamic ideas. Conquest and trade led to the spread of Islam, the blending of cultures, and the growth of cities. Muslim Armies Conquer Many Lands After Muhammad's death, many of the Muslim leaders chose Key Terms and People Abu Bakr (uh-boo-BAK-uhr), one of Muhammad's first converts, Abu Bakr, p. 80 caliph, p. 80 to be the next leader of Islam. He was the first caliph (KAY-luhf), tolerance, p. 83 a that Muslims use for the highest leader of Islam. In , the word caliph means "successor." As Muhammad's successors, the caliphs had to follow the 's example. This meant iuling according to the Qur'an. Unlike Muhammad, however, early caliphs were not religious leaders. Though not a religious leader, Abu Bakr was a political and military leader. Under his rule, the Muslims began a series of ~ wars in which they conquered many lands outside of Arabia. II:m 7.2.4 Discuss the expan­ sion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Mus- lim and the spread and acceptance of Islam and the Arabic language. The Spread of Islam 7.2.5 Describe the growth of cities 637 An Arab army and the establishment of trade routes 632 defeats Persian 639 An Arab army among , , and Europe, the Muhammad dies. forces at Kadisiya . invades . products and inventions that traveled I I I along these routes (e.g., spices, tex­ tiles, paper, steel, new crops), and the role of merchants in Arab society. 635-636 take 638 642 Arabs from the Arabs take control the . . .

80 CHAPTER 4 Beginnings of an Empire One such treaty was the Pact ofUmar, named Abu Bakr directed a series of battles against after the second caliph. It was written about Arab tribes who did not follow Muham­ 637 after Muslims conquered . mad's teachings. By his death in 634, he During this period, differences between had made Arabia a unified Muslim state. groups of Muslims solidified into what With Arabia united, Muslim leaders became the Shia-Sunni split. One promi­ turned their attention elsewhere. Their nent incident was the killing of , armies, strong after their battles in Arabia, grandson of Muhammad and carrier of the won many stunning victories. They defeat­ hopes of the Shia Muslim branch. ed the Persian and Byzantine empires, which were weak from years of fighting. Growth of the Empire When the Muslims conquered lands, Many early caliphs came from the Umayy­ they made treaties with any non-Muslims ad (oom-EYE-yuhd) family. The Umayyads there. These treaties listed rules that con­ moved their capital from to Damas­ quered people-often and ­ cus and continued to expand the empire. had to follow. For example, some non­ They took over lands in and in Muslims could not build places of northern India. The Umayyads also gained in Muslim cities or dress like Muslims. In control of trade in the eastern Mediterra­ return, the Muslims would not attack them. nean and conquered part of .

'

Islamic lands at Muhammad's • death, 632 • Territory added, 633-661 0 Territory added, 662-750

400 800 Miles ------,

Arabian Sea

711 Muslim Arabs and invade Spain. I

732 A Muslim army is defeated at Tours in .

THE SPREAD OF ISLAM 81 I INDIAN OCEAN •

In the late , battles with the Berbers Trade Helps Islam Spread slowed the growth of Muslim rule in North Islam gradually spread through areas the Africa. The Berbers are the native people of Muslims conquered. At the same time North Africa. After years of fighting, many trade helped spread Islam into other areas Berbers converted to Islam. Following their as well. Arabia's crossroads location gave conversion, they joined the Arabs in their Muslim merchants easy access to South efforts to spread Islam. Asia, Europe, and Africa. Next the Muslims tried to expand their empire into Europe. A combined Arab and Merchants and the Spread of Islam Berber army invaded Spain in 711 and Along with their trade goods, Arab mer­ quickly conquered it. The army moved on chants took Islamic beliefs to new lands. into what is now France, but it was stopped For example, merchants introduced Islam by a Christian army near the city of Tours into India. Although many Indian king­ (TOOR). Despite this defeat, Muslims called doms remained Hindu, coastal trading cit­ continued to rule parts of Spain for ies soon had large Muslim communities. the next 700 years. In Africa, societies often had both African In continuing the expansion, a new and Muslim customs. For example, Arabic dynasty, the Abbasids (uh-BAS-idz), came influenced local African . Also, to power in 7SO. The Abbasids reorganized many African leaders converted to Islam. the government to make it easier to rule Between 1200 and 1600, Muslim trad­ such a large . now ers carried Islam as as what are now has the largest READING (HECK Muslim popula­ Analyzing What role did and Indonesia. Even today, Islam tion in the world. armies play in spreading Islam? [ is a major influence on life there.

82 CHAPTER 4 A Mix of Cultures As Islam spread through trade, warfare, and treaties, Arabs came in contact with people who had different beliefs and lifestyles than they did. Muslims generally practiced , or acceptance, with regard to people they conquered. In other words, the Muslims did not ban all reli­ gions other than Islam in their lands. Jews .~ I A far-reaching trade network brought wealth and Christians in particular kept many of and new knowledge to the and their rights, since they shared some beliefs helped spread Islam. Above, an Arab trader prepares perfume, a valuable trade good. with Muslims. Although Jews and Christians were allowed to practice their own , they had to pay a special tax. They also had to follow the rules of the treaties governing conquered peoples. Products and Inventions Many people conquered by the Arabs In addition to helping spread Islam, trade converted to Islam. Along with Islamic brought new products to Muslim lands beliefs, these people often adopted other and made many people rich. First, new parts of Arabic culture. For example, many products and inventions created by other people started speaking Arabic. The Arabs peoples made their way to the Muslim also adopted some of the customs of the world. For example, Arabs learned from people they conquered. For example, they the Chinese how to make paper and use copied a Persian form of in . New crops such as cotton, rice, their government. and oranges arrived from India, , As Islam spread, language and religion and . Second, traders made helped unify the many groups that became money on trade between . part of the Islamic world. Cultural blending In addition to trade with Asia, African changed Islam from a mostly Arab religion trade was important to Muslim merchants. into a religion of many different cultures. Many merchants up businesses next to African market towns. They wanted African Evaluating Did Muslim products such as ivory, cloves, and slaves. tolerance encourage or limit the spread of Islam? In return they offered fine called from China, cloth goods from India, and iron from Southwest Asia The Growth of Cities and Europe. Arab traders even traveled south across the , the world's larg­ The growing cities of the Muslim world est , to get . In exchange, they reflected this blending of cultures. Trade brought the Africans salt, which was scarce had brought people, products, and ideas ACADEMIC south of the desert. together. It had also created wealth, which VOCABULARY supported great cultural development in development the process of W''1U'mv•:·•"·• Finding Main Ideas How cities such as in what is now growing or did trade affect the spread of Islam? and Cordoba (KAWR-doh-bah) in Spain. improving

THE SPREAD OF ISLAM 83 Baghdad Cordoba Baghdad became the capital of the Islamic Cordoba, too, became a great Muslim city. Empire in 762. Located near both land and In 756 Muslims chose it to be the capital of routes, it was a major trading center. what is now Spain. Like Baghdad, Cordoba In addition to trade, farming contributed had a strong economy based on agricul­ to a strong economy. Dates and grains grew ture and trade. Cordoba exported textiles well in the fertile soil. Trade and farming and jewelry, which were valued through­ made Baghdad one of the world's richest out Europe. cities in the late and early 800s. By the early Cordoba was the larg­ The center of Baghdad was known as est and most advanced city in Europe. It the round city, because three round had mansions and , busy markets . surrounded it. Within the walls was the and shops, and aqueducts. It also had pub­ caliph's , which took up one-third of lic water and systems. the city. Outside the walls were and Cordoba was a great center of learning. souks for the city's huge population. Men and women from across the Muslim Caliphs at Baghdad supported science world and Europe came to study at the and the arts. For example, they built a hos­ university there. They studied Greek and pital and an observatory. They also built a Roman scientific and translated library that was used as a university and them into Arabic. In addition, they studied housed Arabic translations of many ancient writings produced in the Muslim world Greek works. Because Baghdad was a center and translated them from Arabic to . of culture and learning, many artists and As a result, Arabic writings on such subjects writers went there. Artists decorated the as mathematics, medicine, astronomy, geog­ city's public , while writers wrote raphy, and history could be studied through­ that remains popular today. out Europe.

84 CHAPTER 4 1 A Center of Learning This map of the world was created by the Muslim geographer al-ldrisi in the 11 oos. Al-ldrisi studied in Cordoba and lbe Great used many different sources, including sailors' stories, to make this map. Cordoba's Great Mosque is famous for its beautiful marble and red and white . The mosque was just one of the many impressive buildings constructed in Cordoba. How do the Great Mosque and al-ldrisi's map suggest ~~ that Cordoba was a center of culture and learning?

Cordoba was also a center of Jewish culture. Many Jews held key jobs in the SUMMARY AND PREVIEW Through wars government. Jewish poets, philosophers, and treaties,~ Muslim territory grew tre­ and scientists made great contributions to mendously and Islam spread gradually Cordoba's cultural growth. through this territory. In the next sec­ tion you will learn about three empires Comparing What did that grew up and continued to work to Baghdad and Cordoba have in common? spread Islam.

Reviewing Ideas, Terms, and People Gm 72.4, Critical Thinking 1. a. Define What is a caliph? 7.2.5 5. Identifying Cause and Effect Draw a graphic b. Sequence To what regions, and in what gen­ organizer like the one below. Use it to identify eral , had Islam spread by 750? two ways Arab traders affected the Islamic world. 2. a. Recall What were three places Islam spread to through trade? 1 Tra ders b. Explain How did trade help spread Islam? I K I I_ -- I I 3. Identify What helped unify the many groups that became part of the Islamic world? 4. a. Identify What were two important cities in the Islamic world? 6. Taking Notes on Important People Draw a table b. Analyze How did life in Cordoba show a mix with three columns. In the first , list key of cultures? people you read about in this section. In the sec­ c. Evaluate Do you think tolerance is a good or ond column, identify who each person was. In the bad policy for governing people? Why? third column, list one contribution of each to Islam.

THE SPREAD OF ISLAM 85 Before entering , pilgrims undergo a cleansing and put on special white garments.

At Mecca, guides help pilgrims through religious .

One important ritual is the "Standing," on , near Mecca. Pilgrims stand for hours, praying, at a place where Muhammad is said to have held his last sermon.

Pilgrims then participate in a three-day ritual of "," in which they throw pebbles at three pillars.

Finally, pilgrims complete their journey by returning to the Grand Mosque in Mecca, where a great feast is held. Southeast Asia These pilgrims are from Indonesia, in Southeast Asia . Like all pilgrims, they wear simple white garments that symbolize the equality and unity of all Muslims.

~ '

Pilgrims from Southwest Asia live closest to Mecca. Because of their close relative location, some are able to make the ] more than once.

Arabian Sea

THE SPREAD OF ISLAM 87 If YOU were there ... You are one of several advisors to the leader of a great empire. His armies have conquered many lands and peoples. But the ruler wants to be known for something other than his military con­ Main Ideas quests. He wants to be remembered as a wise ruler who united 1. The cov­ ered a large area in eastern the empire. How can he do this? Some of his advisors tell him to Europe. rule strictly. Others urge him to be tolerant of the different peoples 2. The Safavid Empire blended Persian cultural traditions in the empire. Now it is your turn. with . 3. The Mughal Empire in India What advice will you give the ruler'? left an impressive cultural

heritage. "!" As Islam spread, leaders struggled to BUILDING BACKGROUND ,, build strong empires. Some were tolerant of those they conquered. The Big Idea ' Others wanted more control. The policies of leaders affected life in After the early spread of Islam, three large Islamic empires the Ottoman, Safavid, and Mughal empires. formed-the Ottoman, Safavid, and Mughal. ~ The Ottoman Empire Key Terms and People Centuries after the early Arab Muslim conquests, Muslims e Janissaries, p. 88 ruled several powerful empires containing various peoples. .. ~ Mehmed II, p. 89 ~ Rulers and military leaders in Persian empires spoke sultan, p. 89 Suleyman I, p. 90 Persian, Turkish leaders spoke Turkish, while Ara- harem, p. 90 bic continued as a language of religion and schol- Shia, p. 90 arship. One of these empires was the Ottoman Sunni, p. 90 Empire, which controlled much of Europe, Asia, and Africa. Built on conquest, the Ottoman Empire was a political and cultural force.

Growth of the Empire In the mid- Muslim Turkish warriors known as Ottomans began to take land from the Christian Byzantine Empire. As the map shows, they eventually ruled lands from ~ to North Africa and Arabia. 11m 7.2.4 Discuss the expan­ sion of Muslim rule through military The key to the empire's expansion was the conquests and treaties, emphasizing Ottoman army. The Ottomans trained Chris­ the cultural blending within Mus- lim civilization and the spread and tian boys from conquered towns to be soldiers. acceptance of Islam and the Arabic These slave soldiers, called Janissaries, converted to language. troops, the Ottomans were weapons-especially . 88 CHAPTER 4 In 1453 Ottomans led by Mehmed II A later sultan, or Ottoman ruler, con­ used huge cannons to conquer Constan­ tinued Mehmed's conquests. He expanded tinople. With the city's capture, Mehmed the empire to the east through the rest of defeated the Byzantine Empire. He became , another for Asia Minor. known as "the Conqueror." Mehmed His armies also conquered Syria and Egypt. made Constantinople, which the Otto­ Soon afterward the holy cities of Mecca mans called , his new capital. He and Medina accepted Ottoman rule as also turned the Byzantines' great church, well. These triumphs made the Ottoman Hagia , into a mosque. Empire a major world power.

• Ottoman lands in 1300 ;,:f_.::;'DO:.;'JI r·· ·r:-:1f·'h,'';':~"";;,,-,~ ' .,...~..,.., • Territory added, 1300-1451 'r•(iffJJ1'fP:f Territory added, 1451-1520 ,:::.1'771'~ D D Territory added, 1520-1683

200 400 Miles fOCUS ON The Ottoman Empire reached its The Safavid Empire READING height under Suleyman I (soo-lay-MAHN), What questions As the Ottoman Empire reached its height, "the Magnificent." During Suleyman's could you ask to a group of Persian Muslims known as take notes on this rule, from 1520 to 1566, the Ottomans the Safavids (sah-FAH-vuhds) was gaining discussion? took control of the eastern Mediterranean power to the east. Before long the Safavids and pushed farther into Europe, areas they came into conflict with the Ottomans and would control until the early 1900s. other Muslims. Also during Suleyman's rule, the Otto­ The conflict came from an old disagree­ man Empire reached its cultural peak. ment among Muslims about who should Muslim poets wrote beautiful works, and be caliph. In the mid-600s, Islam split architects worked to turn Istanbul from a into two groups. The two groups were the Byzantine city into a Muslim one. Shia (SHEE-ah) and the Sunni (soo-nee). Ottoman Government and Society The Shia were Muslims who thought that only members of Muhammad's fam­ The sultan issued laws and made all major Most Muslims ily could become caliphs. On the other today belong to decisions in the empire. Most Ottoman hand, the Sunni didn't think caliphs had the Sunni branch was based on Shariah, or Islamic law, of Islam. to be related to Muhammad as long as they but also made laws of their own. were good Muslims and strong leaders. Ottoman society was divided into Over time, religious differences developed two classes. Judges and other people who between the two groups as well. advised the sultan on legal and military matters were part of the ruling class. Mem­ Growth of the Empire bers of the ruling class had to be loyal to The Safavid Empire began in 1501 when the sultan, practice Islam, and understand the Safavid leader Esma'il (is-mah-EEL) con­ Ottoman customs. quered Persia. He took the ancient Persian People who didn't fit these require­ title of shah, or king. ments made up the other class. Many of As shah, Esma'il made Shiism-the them were Christians or ] ews from lands beliefs of the Shia-the official religion of the Ottomans had conquered. Christians the empire. This act worried Esma'il's advi­ and Jews formed religious communities, or sors because most people in the empire millets, within the empire. Each had were Sunnis. But Esma'il said: its own leaders and religious laws. 11 Ottoman society limited the freedom I am committed to this action; and the that women enjoyed, especially women Immaculate (pure religious leaders) are with me, and I fear no one; by God's help, if the in the ruling class. These women usually people utter one word of protest, I will draw the had to live apart from men in an area of and leave not one of them alive. 11 a called a harem. By separating -Esma'il, quoted in A Literary History ofPersia , women from men, harems kept women Volume 4, by Edward G. Browne out of public life. However, wealthy wom­ Esma'il dreamed of conquering other en could still own property or businesses. Muslim territories and converting all Mus­ Some women used their money to build lims to Shiism. He battled the to schools, mosques, and . the north, but he suffered a crushing defeat by the Ottomans, who were Sunni. Esma'il Analyzi ng How did the died in 1524, and the next leaders strug­ Ottomans gain land for their empire? gled to keep the empire together.

90 CHAPTER 4 In 1588 the greatest Safavid leader, Safavid culture played a role in the 'Abbas, became shah. He strengthened the empire's economy because 'Abbas encour­ military and gave his soldiers modern gun­ aged the manufacturing of traditional powder weapons. Copying the Ottomans, products. Handwoven became a 'Abbas trained foreign slave boys to be major export. Other textiles, such as silk soldiers. Under 'Abbas's rule the Safavids and velvet, were made in large defeated the Uzbeks and took back land and also sold to other peoples. In addition, that had been lost to the Ottomans. 'Abbas the Safavids were admired for their skills also made great contributions to the Safa­ in making ceramics and metal goods, espe­ vid culture and economy. cially goods made from steel. Merchants came from as far away as Europe to trade Culture and Economy for these goods. Such trade brought wealth ACADEMIC The Safavids blended Persian and Muslim to the Safavid Empire and helped establish VOCABULARY traditions. They built beautiful mosques in it as a major Islamic civilization. It lasted establish their capital, Esfahan (es-fah-HAHN). People to set up or until the mid-1700s. create admired the colorful tiles and large of the Shah's mosque, built for 'Abbas. 1'1J1P1Wiiii15tf Contrasting What are two Esfahan was considered one of the world's ways in which the Safavid and Ottoman empires most magnificent cities in the 1600s . were different?

.--+ Safavid advance ~ Ottoman advance .--+ Uzbek advance 1:1 Battle site 0 100 200 Miles l===r==; I 0 100 200 Kilometers

THE SPREAD OF ISLAM 91 The Mug hal Empire there, he decided to build an empire in northern India instead. There estab­ East of the Safavid Empire, in India, lay lished the Mu~ife-in 15---26. the Mughal (MOO-guhl) Empire. Like the The empue grew in the mid-1 SOOs Ottomans, the Mughals united a large and ~der an emperor named Akbar. He con­ diverse empire. They left a cultural heritage quered many new lands and worked to known for and . make the Mughal government stronger. He Growth of the Empire also began a tolerant religious policy. Akbar The Mughals were Turkish Muslims from believed that no single religion, including Central Asia. The founder of the Mughal Islam, had all the answers. He got rid of the Empire was called Babur (BAH-boohr), or tax on non-Muslims and invited Hindus to "tiger." He tried for years to make an empire be part of the Mughal government. Akbar's in Central Asia. When he didn't succeed tolerant policies helped unify the empire.

Territory added, 1606-1707

150 300 Miles

rv w*s ,

Arabian Sea

INDIAN OCEAN

Region In what region was the Mughal Empire located? . ·.· ... 9] CHAPTER 4 In the 1600s expand­ with pathways and add beauty ed the empire to control almost all of India. to the palace grounds. Many of the monu­ Look at the map to see how it grew. This ments the Mughals built have become period of expansion was not a peaceful time. symbols of India today. In the late 1600s a new emperor changed the tolerant religious policies Akbar had estab­ Summarizing What cul­ lished. The new emperor ordered people tures blended in the Mug hal Empire to create a to obey strict religious laws and destroyed distinct culture? Hindu temples throughout India. He also persecuted non-Muslims and made them would later pay a special tax. One persecuted group was SUMMARY AND PREVIEW The Ottomans, lead many the Sikhs, a religious group that had formed Safavids, and Mughals built great empires Sikhs to move to California. from after its leaders rejected and continued the spread of Islam. In some Hindu beliefs. When people gathered Section 3 you will learn about some other to protest, he sent war elephants to crush achievements of the Islamic world. them. As a result of the harsh policies, vio­ lent revolts occurred in much of the empire in the late 1600s. The Mughal Empire soon fell apart.

Cultural Achievements Reviewing Ideas, Terms, and People lim 7.2.4 1. a. Define Who were the Janissaries? A conflict of cultures led to the end of the b. Analyze In what ways was the Ottoman society toler­ Mughal Empire. For much of the empire's ant and in what ways was it not? history, however, Muslims and Hindus 2. a. Recall When did the Safavid Empire begin? lived together peacefully. and b. Explain How was Safavid culture part of the empire's Indians lived and worked in the same economy? communities. As a result, elements of their c. Elaborate How might people have reacted to Esma'il's decision to make the Safavid Empire Shia? cultures blended together. The result was a 3. a. Recall Where was the Mughal Empire located? culture unique to the Mughal Empire. b. Contrast How did Akbar's religious policy in the mid- For example, during Akbar's rule, the differ from the religious policy of a different emper­ and Persian clothing styles or in the late 1600s? were popular. At the same time, however, Critical Thinking Akbar encouraged people to write in Indi­ 4. Comparing and Contrasting Draw the graphic organizer an languages such as Hindi and Urdu. Also, below. Use it to compare and contrast different character­ many of the buildings constructed blended istics of the Ottoman, Safavid, and Mughal empires. Persian, Islamic, and Hindu styles. Safavid Mughal The Mughal Empire is known for Ottoman Leader its monumental architecture-particularly Location the . The Taj Mahal is a dazzling Religious policy built between 1631 and 1647 by .•...... ~ •.o .. . .. Akbar's grandson for his wife. He brought workers and materials from all 5. Writing about Important People Add Janissaries, over India and Central Asia to build the Taj Mehmed II, Suleyman I, Esma'il, 'Abbas, and Akbar to your Mahal. The buildings of the palace include table. Write a brief description of each. Make a note of a main gateway and a mosque. Gardens who you find most intriguing.

THE SPREAD OF ISLAM 93 If YOU were there ... Main Ideas You are a servant in the court of a powerful ruler. Your life at court 1. Muslim scholars made is comfortable, though not one of luxury. Now the ruler is send­ advances in various fields of science and philosophy. ing your master to explore unknown lands and distant kingdoms 2. Islam influenced styles of in Africa. The dangerous journey will take him across oceans and literature and the arts. . He can take only a few servants with him. He has not --. ordered you to come but has given you a choice. The Big Idea Muslim scholars and artists Will you join your master's expedition made contributions to science, or stay ? Why? art, and literature.

Key Terms and People Ibn Battutah, p. 95 Muslim explorers traveled far and wide Sufism, p. 96 BUILDING BACKGROUND , p. 97 to learn about new places. They used what they learned to make patrons, p. 97 maps. Their contributions to geography were just one way Muslim minaret, p. 97 scholars made advancements in science and learning. calligraphy, p. 98

Science and Philosophy The empires of the Islamic world contributed to the achievements of . Muslim scholars made advances in astronomy, geography, math, and science. Scholars at Baghdad and Cordoba translated many ancient writings on these subjects into Arabic.

fim 7.2.6 Understand the intel­ lectual exchanges among Muslim scholars of and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathemat­ ics, philosophy, medicine, art, and literature.

94 CHAPTER 4 Having a common language helped schol­ Primary Source ars throughout the Islamic world share what they learned, even though many BOOK scholars came from different cultures and Travels in Asia and Africa spoke other languages. Ibn Battutah wrote detailed descriptions of his to Mecca. In the passage below, he talks about crossing the Astronomy desert from Syria to Medina. Many cities in the Muslim world had obser­ From Tabuk the caravan travels with great speed vatories where people could study astron­ and day, for fear of this desert. Halfway through is the omy-the sun, , and stars. Scientists valley of ai-Ukhaydir. . . . One year the pilgrims suffered studied astronomy to better understand terribly here from the samoom-wind; the water-supplies time and clockmaking. Muslim scientists dried up and the price of a single drink rose to a thousand also improved the , which the , but both seller and buyer perished. Their story is had invented to chart thE;' position written on a rock in the valley. of the stars. Arab scholars used the astro­ -Ibn Battutah, from The Travels labe to figure out their location on . This helped Muslims know what direction to turn so they could face Mecca for their - What parts of Ibn Battutah's description would be I n I useful to a mapmaker? . The astrolabe would later become an important contribution to the explora­ tion of the seas. During the mid-llOOs, a Muslim geog­ rapher named al-Idrisi (uhl-i-DREE-see) col­ Geography lected information from Arab travelers. He Studying astronomy also helped Muslims was writing a geography book and wanted explore the world. As people learned to it to be very accurate. When al-Idrisi had a use the stars to calculate time and location, question about where a mountain, river, or merchants and explorers began to travel coastline was, he sent trained geographers widely. For example, Ibn Battutah traveled to figure out its exact location. Using the to Africa, India, China, and Spain in the information the geographers brought back, 1320s. To help travelers on their way, Mus­ al-ldrisi made some important discoveries. lim geographers made more accurate maps For example, he proved that land did not than were available before. They also devel­ go all the way around the Indian Ocean as oped better ways of calculating distances. many people thought.

THE SPREAD OF ISLAM 95 Math The first Muslim public was Muslim scholars also made advances in built in Baghdad. In that hospital, a doc­ mathematics. In the BOOs they combined tor named Ar-Razi discovered how to diag­ the Indian system, including nose and treat the deadly disease smallpox. the use of zero, with the Greek science of Another doctor, lbn-Sina, who was known mathematics: The Muslim mathematician in the West as (av-uh-SEN-uh), al-Khwarizmi (al-KWAHR-iz-mee) then used wrote a medical encyclopedia. This ency­ these new ideas to write a math textbook clopedia, which was translated into Latin on what he called al-jabr, or "algebra." It and used throughout Europe until the laid the for the modern algebra 1600s, is one of the most famous in that students around the world learn today. the history of medicine. When the book was brought to Europe in the 1500s, Europeans called the new num-] Philosophy bers "Arabic" numerals. Many Muslim doctors and scientists also We still call the studied the philosophy of numerals 0, 1, 2, reason and rational thought. Other Mus­ 3, 4, 5, 6, 7, 8, Medicine and 9 Arabic or Muslims made many advances in other sci­ lims developed a new philosophy. Wor­ Hindu-Arabic ried about the growing interest in worldly numerals. ences, but their greatest scientific achieve­ ments may have come in medicine. They things, they focused on spiritual issues. studied Greek and Indian medicine, add­ Many of them lived a simple life of devo­ ing to this knowledge with discoveries of tion to God. their own. The focus on spiritual issues led to a movement called Sufism (soo-fi-zuhm). As early as the BOOs, Muslim doctors in Baghdad began to improve medicine. As People who practice Sufism are called Sufis they studied, Muslim doctors (soo-feez). Sufism teaches that people can find God's love by having a personal rela­ • created tests for doctors to pass before tionship with God. They focus on loving they could treat people, God and call him their . Sufism • made encyclopedias of drugs with had a strong impact on Islam. descriptions of each drug's effects, • wrote descriptions of diseases, Eva luating In your opinion, • started the first school to teach what was the most important advance in people how to make medicines. science and learning in the Muslim world?

CHAPTER 4 Literature and the Arts stories that were not part of the medieval Arabic collection. Among these were some The blending of traditional Islam and the of the most famous, such as 11 Sinbad the cultures of conquered peoples produced Sailor," 11 ," and 11 and the fresh approaches to art, architecture, and 40 Thieves." Many of these tales came writing. As a result, literature and the arts from India, Egypt, and other lands that flourished in the Islamic world. had become part of the Muslim world.

Literature Architecture Two forms of literature were popular in the Architecture was one of the most important Muslim world-poetry and short stories. Muslim art forms. Mpst people would say Poetry was influenced by Sufism. Some Sufis that the greatest architectural achievements wrote poems about their loyalty to God. of the Muslim empires were mosques. Like Through their poetry, the mystical ideas of the great medieval cathedrals'-- in Europe, Sufism spread among other Muslims. One mosques honored God and inspired reli­ of the most famous Sufi poets was Omar gious followers. Khayyam (oh--ky-AHM). In a book of The first mosques were simple. They poems known as The Rubaiyat, Khayyam were built to look like the of wrote about , hope, and other emo­ Muhammad's in Medina where he tions. Some of his poems express deep sad­ had led the community in . As the ness or despair. Others, like the one below, Muslim world grew richer, rulers became describe lighter, happier scenes. great patrons, or sponsors, of architecture. They used their wealth to pay for elabo­ 11 A book of verse, underneath the bough, A jug rately decorated mosques. of wine, a loaf of bread-and thou, Beside me singing in the wilderness-Ah, wilderness were The main part of a mosque is a huge en ow (enough)! 11 where people gather to pray. Many -Omar Khayyam, from The Rubdiydt, mosques have a dome and a minaret, or translated by Edward FitzGerald narrow tower from which Muslims are Muslims also enjoyed reading short sto­ called to prayer. Some mosques, such as ries. One famous collection of short stories the Blue Mosque in Istanbul, have many is The Thousand and One . It includes and . Great mosques were stories about legendary heroes and charac­ built in major cities such as Mecca, , ters. A European compiler later added short Baghdad, and Cordoba.

Omar Khayyam c. 1048-1131 Omar Khayyam was a Persian mathematician, astronomer, and poet. During his lifetime, he was famous for his achieve­ ments in math and science. For example, he developed a calendar that was more accurate than the one we use today. Now, however, he Ts best known for his poetry. Khayyam's four-line poems have been translated into almost every language.

THE SPREAD OF ISLAM 97 In addition to the mosques, Muslim Muslim art and literature show the architects built , marketplaces, and influence of Islamic beliefs and practices. libraries. These buildings have complicated They also reflect the regional traditions of domes and arches, bricks, and dec­ the places Muslims conquered. This mix orated tiles. Muslim architecture is known of Islam with cultures from Asia, Africa, for these features. and Europe gave literature and the arts a unique and character. Art Although Muslim buildings are often elab­ Generalizing What two orately decorated with art, most of this art architectural elements were usually part of a does not show any animals or humans. mosque? Muslims think only can create humans and animals or their images. As a result, most Muslim artists didn't include SUMMARY AND PREVIEW As Islam spread people or animals in their works. through Europe and Asia, powerful new Because they couldn't represent people empires developed. These empires blend­ or animals in , Muslim artists ed Islamic traditions with the traditions turned calligraphy, or decorative writing, of conquered peoples. The result was a into an art form. They used calligraphy to new kind of Islamic culture, unified by a make sayings from the Qur'an into great common language and religion, but not works of art that they could use to decorate specifically Arab in character. In the next mosques and other buildings. They also chapter you will learn about another area painted decorative writing on tiles, wove it whose culture was greatly influenced by into carpets, and hammered it into finely Muslim ideas and traditions. That area decorated steel sword blades. was .

Reviewing Ideas, Terms, and People 11m 7.2.6 column, identify one important achievement or 1. a. Identify Who traveled to India, Africa, China, development the Muslims made in each category and Spain and contributed his knowledge to the listed in the first column. study of geography? Category Achievement or development b. Explain How did Muslim scholars help preserve learning from the ancient world? Astronomy Improved astrolabe Geography c. Rank In your opinion, what was the most important Muslim scientific achievement? Why? Math Medicine 2. a. Describe What function do minarets play in Philosophy mosques? ~· b. Summarize What did patrons do for art and architecture in the Muslim world? c. Summarize How did Muslim artists create art without showing humans or animals? 4. Noting Muslim Accomplishments The people you've read about so far have mostly contributed Critical Thinking to Islam through military accomplishments. Now 3. Analyzing Information Draw a graphic organizer take some notes about scholars and artists who like the one shown on the right. In the second contributed to Islamic culture.

98 CHAPTER 4 History Close-up The Blue Mosque

The Blue Mosque in Istanbul was built in the early 1600s for an Ottoman sultan. It upset many people at the time it was built because they thought its six minarets-instead of the usual four-were an attempt to make it as great as the mosque in Mecca.

Domes are a common feature of . Huge columns support the center of this dome, and more than 250 let light into the mosque.

Tall towers called minarets The mosque gets its name from its beautiful blue lznik tiles. Determining the Context of Statements

11 The [king of the] [the Muslim term for all Europe­ ans] ... ordered all the Musulman [Muslim] prisoners ... to A is the circumstances under which some­ context be brought before him. They numbered more than three thing happens. Historical context includes values, thousand and were all bound with ropes. The Franks then beliefs, conditions, and practices that were com­ flung themselves upon them all at once and massacred mon in the past. At times, some of these were quite them with sword and lance in cold blood.11 different than what they are today. To truly under­ stand a historical statement or event, you have to - Baha' ad-, from The Crusade of Richard/, by John Gillingham take its context into account. It is not right to judge what people in history did or said based on present­ By modern standards this event seems barbaric. day values alone. To be fair, you must also consider But such massacres were not uncommon in those the historical context of the statement or event. times. Plus, the description is from one side's point of view. This context should be considered when making judgments about the event.

To better understand something a historical figure said or wrote, use the following guidelines to deter­ mine the context of the statement. Baha' ad-Din also described the battle itself. Read 0 Identify the speaker or writer, the date, and the the following passage. Then answer the questions. topic and main idea of the statement. 11 The center of the Muslim ranks was broken, drums and 0 Determine the speaker's or writer's attitude and fell to the ground .. . Although there were almost 7,000 point of view about the topic. . .. killed that day God gave the Muslims victory over their Review what you know about beliefs, condi­ enemies. He [] stood firm until ... the Muslims were tions, or practices related to the topic that were exhausted, and then he agreed to a truce at the enemy's common at the time. Find out more about those request. 11 times if you need to. - Baha' ad-Din, from Arab Historians of the , translated by E. J. Costello ~ - Decide how the statement reflects the values, attitudes, and practices of people living at that 1 . What happened to Saladin's army? Why do you time. Then determine how the statement think the writer calls the battle a Muslim victory? reflects values, attitudes, and practices of today. 2. History records this battle as a European victory. Applying these guidelines will give you a better Plus, this account is part of a larger statement ~ understanding of a clash between Muslim and Euro­ written in praise of Saladin. Does this-additional pean armies in 1191. The following account of this context change your understanding and answer 1 clash was written by Baha' ad-Din, an advisor to the to the first question? Explain how or why not. Muslim leader Saladin. He witnessed the battle.

100 CHAPTER 4 Standards Review

Visual Use the visual summary below to help you review Summary the main ideas of the chapter.

Islam spread from Arabia to the west and east. Later, three large Islamic empires developed, and Muslims made great contributions to learning. The Mughal Empire was centered in modern India.

Reviewing Vocabulary, Comprehension and Terms, and People Critical Thinking For each group of terms below, write the letter of the term SECTION 1 (Pages 80-85) em 7.2.4, 7.2.5 that does not relate to the others. Then write a sentence 5. a. Identify Who was Abu Bakr, and what did that explains how the other two terms are related. he do? 1. a. caliph b. Draw Conclusions How did trade affect the b. sultan ? c. harem c. Elaborate What was Baghdad like in the / 2. a. Abu Bakr early BOOs? What was Cordoba like in the · early 900s? b. Mehmed II c. Suleyman I SECTiON l (Pages 88-93) em 7.2.4 3. a. tolerance 6. a. Identify Who were Mehmed II, Suleyman I, b. Janissaries 'Abbas, and Akbar? c. Akbar b. Compare How did the Ottoman, Safavid, 4. a. Shia and Mughal empires compare in terms of loca­ tion and size? b. Sufism c. Evaluate Which of the three empires seems c. Sunni to have been the most successful? On what do you base.your answer?

THE SPREAD OF ISLAM :101 SECTION 3 (Pages 94-98) Gm 7.2.6 Social Studies Skills 7. a. Describe What were the major contributions 16. Determining Historical Context Read each of of Ibn Battutah and Omar Khayyam? the statements in List A below. Decide which of .. b. Make Inferences What is the connection the people in List B would have been the most between Islamic and calligraphy? likely writer of each statement. ] c. Predid Of all the accomplishments of Muslim scholars and artists, which do you List A List B think would have the most lasting impact : I on people around the world? 1. "Although I was a. a Muslim soldier not allowed to go outside, I hear Reviewing Themes the weather was beautiful today." 8. Do you agree or disagree with this state­ ment: "Muslim leaders were tolerant of those 2. "Today we fought an- b. a Safavid trader other Berber army." they conquered." Defend your answer. 9. Politics How did a religious division affect the 3. "I want to build c. a Sufi poet I Safavid Empire? the finest palace in ;I India." 10. Science and Technology How did Muslim schol­ ars contribute to science and technology? 4. "In truth everything d. a woman in an and everyone is Ottoman harem a shadow of the ; Using the.lnternet Beloved." 5. "Once again I am e. a Mughal emperor 11. Activity: Describing Inventions Muslim advanc­ head in~ to Europe. es in science, math, and art were spread around I hope the people the world by explorers and traders. Enter the there will buy my activity keyword and learn about these advanc­ ceramics." es. Choose an object created by Muslim scholars ~ in the 600s and 700s and write a paragraph that explains its , how it spread to other cul­ tures, and its uses in modern times. 17. Writing Your 111Am" Poem Look back over your chart, and choose one person to write about. You might choose an actual person, such as Reading and Analysis Skills Omar Khayyam, or an imaginary person, such Asking Questions for Understanding Imagine that as a or a Muslim merchant. Read you are a historian who has just finished reading over the text carefully to find details about the this chapter and wants to learn more about the person, and then fill in information with your spread of Islam. For each of the topics listed below, imagination. Your poem should be six lines write one question to which you could attempt to long. The lines should begin, "I am," "I believe," find an answer in your research. "I see," "I feel," "I want," and "I am." 12. Suleyman the Magnificent 13. growth of the Ottoman Empire 14. Muslim achievements in math 15. culture and learning in Baghdad

102 CHAPTER 4 Standards Assessment

DIRECTIONS: Read each question, and write the I] Which area of the world was least influ­ letter of the best response. enced by Muslim conquest and trade between the AD 600s and 1600s? D A North Africa B Southwest Asia Akbar himself is dressed in ... a closely- C rolled hiding his hair .... Four times in twenty-four hours Akbar prays D Indonesia to God . ... He eats but one meal a day . . . . and but little meat, less and less as Dl Which of the following people was not a Muslim scholar? he grows older. 'Why should we make A Ibn Batt ourselves a sepulchre [burial tomb] for beasts?" is one of his sayings. Rice·and B Avicenna sweetmeats [candied items] are the C al-ldrisi chief of his diet, and fruit, of which he is D Hypatia extremely fond .... He will sit far into the night absorbed in discussions on religion: lr:J Muslim scholars are credited with this is one of his clear delights. developing A geometry. -a European's description of Akbar, B algebra. Mughal emperor of India, 1556-1605 C calculus. D physics. Based on this passage, Akbar A was not interested in religion. B loved to eat meat. Connecting with Past Learnings C almost never prayed. D You have learned that Muslim architects D liked to discuss religion. were known for their use of the dome. Which culture that you studied in Grade 6 D Two of the greatest early centers of Muslim also used many domes? culture and learning were Baghdad and A Chinese A Jerusalem. B Egyptian B Cordoba. C Greek C Tripoli. D Roman D .

D Most Christians and Jews who were con­ quered by Arab armies in the AD 600s and 700s were A allowed to practice their religions. B sold to North African slave traders. C moved to northern Europe. D forced to dress like Muslims.

THE SPREAD OF ISLAM A Summary of a Assignment Write a summary of one History Lesson section in a chapter you read in this unit, "The Islamic fter you read something, do you have trouble recalling World." .what it was about? Many people do. Writing a summary briefly restating the main ideas and details of something you have read can help you remember it.

How Long Is a Summary? 1. Prewrite ~ Here are some guidelines you can Reading to Understand use to plan how much to write in a The first thing you need to do is to read the section at least twice. summary. If you are summarizing • Read it straight through the first time to see what it is about. • only a few paragraphs, your • Reread it as many times as necessary to be sure you understand summary should be about one the main topic of the whole section. third as long as the original.

• longer selections such as an Identifying the Main Idea article or textbook chapter, write Next, identify the main idea in each paragraph or for each heading in one sentence for each paragraph the chapter. Look back at the facts, examples, quotations, and other or heading in the original. information in each of them. Ask yourself, What is the main idea that they all support, or refer to? State this idea in your own words. oting Details Note the information that directly and best supports each main idea. Often, several details and examples are given to support a single idea. DllJ Writing 7.2.5 Write summaries Choose only those that are most important and provide the stron­ of reading materials. gest support.

2. Write As you write your summary, refer to the framework below to help you keep on track.

Body Conclusion Give the section number and title. • Give the main idea, along with its • Restate the main idea of the section. State the main topic of the section. most significant supporting details, IIi Comment on maps, charts, other for each heading in the section. Introduce the first main heading in visual content, or other features that I the section and begin your summary • Use words and phrases that show were especially important or useful. 1 by identifying the main idea and connections between ideas: supporting information under it. • Use your own words as much as you 1 can, and limit quotations in number and length.

1 , 0~ UNIT 2· 3. Evaluate and Revise __ Finding Main Ideas in a Now you need to evaluate your summary to make sure that it is com­ History Chapter Boldfaced headings plete and accurate. The following questions can help you decide what in textbooks usually tell what subject to change. is discussed under those headings. The first and last sentences of Evaluation Questions for a Summary paragraphs under headings can also be a quick guide to what is said about • Does your introduction identify the • Have you written the summary a subject. number and title of the section and in your own words and limited its main topic? the number and length of your • Do you identify the main idea of the quotations? section? • Does your conclusion state the • Do you include supporting details underlying meaning, or main idea, for each heading or paragraph in of the section? the section? • Do you connect ideas and information by using words that show how they are related?

4. Proofread and Publish Proofreading Be sure to enclose all quotations in quotation marks and to place other marks of punctuation correctly before or after closing quotation marks. • Commas and periods go inside closing quotation marks. • Semicolons and dashes go outside closing quotation marks. _ Using Special Historical • Question marks and exclamation points go inside closing Features Don't forget to look at maps, quotation marks when they are part of the quotation and charts, timelines, pictures, historical outside when they are not. documents, and even study questions and assignments. They often cq_ntain Publishing important ideas and information. Team up with classmates who have written summaries on different sections of the same chapter you have. Review each other's summaries. Make sure the summaries include all the main ideas and most significant details in each section. Collect all the summaries to create a chapter study guide for your team. If possible, make copies for everyone on the team. You may also want to make extra copies so that you can trade study guides with teams who worked on other chapters.

Practice and Apply Use the steps and strategies outlined in this to write a summary of one section of a chapter in this unit.

THE ISLAMIC WORLD :105