sign in sign up
<<
Home , 600s (decade), Muhammad in Mecca, Muslim world

CHAPTER 10 • OBJECTIVE The Muslim , Analyze the spread of and achievements of the 600–1250 between 600 and 1250.

Previewing Main Ideas Previewing Main Ideas The development of Islam in the 600s RELIGIOUS AND ETHICAL SYSTEMS Islam, a monotheistic begun by , developed during the 600s. Its followers, called , energized Southwest . The Muslim spread Islam through Southwest and , parts of , and . Empire that began there expanded rap- Study the time line and the map. What were some of the major idly into northern Africa, southern Europe, cities of the Muslim world? Locate them on the map. and southern Asia. Between 750 and EMPIRE The leaders following Muhammad built a huge empire 1250, this empire was one of the most that by A.D. 750 included millions of people from diverse ethnic, language, prosperous and innovative in and religious groups. the world. Geography How did the location of the —the origin of the Muslim world—promote empire building? Accessing Prior Knowledge CULTURAL INTERACTION Tolerance of conquered peoples and an Ask students what they know about emphasis on learning helped to blend the cultural traits of people under Islam. Discuss when it started, who Muslim rule. started it, and its relationship to other Geography How far might cultural interaction have spread if the Muslims had won a key battle at Tours in 732? faiths. (Possible Answer: founded by Muhammad) Ask students if they know of contributions in literature, math, or other fields that can be traced to early INTERNET RESOURCES Islam. (Possible Answer: algebra) • Interactive Maps Go to classzone.com for: • Interactive Visuals • Research Links • Maps Geography Answers • Interactive Primary Sources • Internet Activities • Test Practice • Primary Sources • Current Events Chapter Quiz RELIGIOUS AND ETHICAL SYSTEMS • Some major cities of the Muslim world were , , Córdoba, , and .

EMPIRE BUILDING Its location at the connecting point of three continents made it a crossroads for .

CULTURAL INTERACTION The influence of Muslims could have been much stronger in Europe.

260

TIME LINE DISCUSSION

Explain to students that between 600 and 1250, 2. Which entries indicate Muslim accomplish- 4. Which entry indicates another that Islam developed into a major religion and fos- ments in math and ? (the entries on was a center of innovation? (850, Chinese tered an empire that developed art and science Al-Khwarizmi and Greek medical works) invent .) of global importance. 3. In what year was a key battle fought at 5. Islam challenged for power in 1. Which came first, the flourishing of Muslim Tours? (732) Locate Tours on a contemporary southeastern Europe. What happened to the literature or the preservation of Greek works map. Was it part of the Muslim world in Church in 1054? (It divided.) by Muslim scholars? (the preservation of 750? (no) Greek works) What can you infer about these two dates in the time line? (Greek works may have been the foundation for Muslim accomplishments in medicine and other fields, including literature.)

260 Chapter 10 CHAPTER 10

History from Visuals

Interpreting the Map The map shows the expansion of Islam from its founding in the 600s to 1200. This expansion is one more example of the spread of peoples and ideas from Asia to northern Africa and Europe. What groups had done this previously? (Possible Answers: the Hyksos, the Assyrians, the Indo-Europeans, the , the Huns) How did the expansion of Islam between 750 and 1200 differ from the expansion before 750? (The expansion between 750 and 1200 was primarily in Africa.) Extension Have students compare the map on this page with a world climate map. What is the climate of most of the land under Muslim influence by 1200? (desert or dry) How do you think people in these regions prospered? (Possible Answer: through trade)

Interactive This map is available in an interactive format on the eEdition. Students can highlight regions on the map to help them understand the .

261

RECOMMENDED RESOURCES

Books for the Teacher for the Student Videos and Software The Essential Koran: The Heart of Islam. Trans. Abderrahman, Ayoub, et al. Umm El Madayan: The Conquest of Spain. VHS. Ambrose Video, Thomas Cleary. San Francisco: Harper, 1993. An Islamic City Through the Ages. Boston: 1995. 800-526-4663. Muslims conquer Spain Note that Qur’an is sometimes spelled Koran. Houghton, 1994. History of a fictional Islamic city and rule for seven centuries. Hourani, Albert. A History of the Arab Peoples. in . Foundations. VHS. Ambrose Video, 1993. Cambridge: Belknap/Harvard UP: 2002. Bayat, Mojdeh, and Mohammad Jamnia. 800-526-4663. Muhammad, Mecca, and the split Hourani, George F., and John Carswell. Tales from the Land of the Sufis. Boston: in Islam. Arab Seafaring. Princeton, NJ: Princeton UP, Shambhala, 2001. Best-loved Persian tales. 1995. Discusses the sea trade of the in the Indian Ocean from its origins centuries before Christ to the time of its full development in the ninth and tenth centuries. Teacher’s Edition 261 CHAPTER 10 • INTERACT How does a culture bloom in the desert? Interact with History In 642, and the rest of fell to the Muslim army. Alexandria had been part of Objectives the . By 646, however, the city • Prompt students to consider the was firmly under Muslim rule. importance of exchanges You are a Muslim trader from Mecca. between cultures. You admire Alexandria (shown below), with its cultural blend of , Greece, and . • Prepare students to appreciate the Now, as Islam spreads, the Muslim Empire is achievements of the Muslim world. borrowing from conquered cultures and enriching its desert culture. As you look around Alexandria, EXAMINING the ISSUES you consider the cultural elements you might bring The Pharos, the great to your desert home in Mecca. lighthouse of Alexandria, is Possible Answers said by some scholars to have inspired the , Because the Christian Church • Travelers might accept Greek texts the tower from which believed ancient Greek texts were not and ideas because of the knowledge Muslims are called to prayer. religious, these books lay neglected The port of Alexandria thrived they contain but reject as in Alexandrian libraries. Muslim for many centuries. As a impractical for a desert city. scholars, however, would revive the Muslim trader, you will bring Greek ideas and advance them. • For their homes, people might want your goods to Alexandria. You large windows to allow breezes to will also bring your language, your holy , and your faith. cool the house, thick walls to provide insulation, and a system for collecting rainwater that lands on the roof. In public spaces, people might want covered walkways with open sides to shield them from the sun while giving them access to freely moving air.

Discussion Make a list on the board of ideas, items, and conventions used in modern life that students think can be traced to the Muslim world. Discuss which of these are known throughout the world. (Possible Answers: numerals, algebra, EXAMINING the ISSUES Islam, The Thousand and One Nights; all of these) • What cultural elements of Alexandria do you want to For the desert-dwelling adopt? What elements won’t you accept? Arab, water was scarce— and sacred. Fountains in • How might the desert affect a culture’s architectural ? Alexandria would have As a class, discuss which cultural element in Alexandria you think seemed a great gift. will be the most useful in the Muslim world. As you read this chapter, find out how the Muslim Empire adopted and adapted new ideas and developed a unique culture.

262

WHY STUDY THE MUSLIM WORLD?

• About one-fifth of the world’s inhabitants—more • Islamic scholars preserved the insights of the than one billion people—are Muslims. Islam is that continue to shape modern societies. the second most widely followed religion in the • Algebra is the best known of many Muslim world today. advances in math. • The conflict between Muslims and in mod- • Modern bank checks developed from letters of ern times over land in southwest Asia is rooted credit used by Muslim merchants. in this period. • The heritage of religious toleration, scholarly • The division of Islam into Sunni, Shi’a, and Sufi achievement, and economic prosperity of these branches that began under the Umayyads years provides a model that many Muslims wish continues today. to follow today.

262 Chapter 10 LESSON PLAN 1 Muslim women praying and minaret OBJECTIVES (tower from which the faithful • Describe Arabia before the rise of Islam. are summoned to prayer) The Rise of Islam • Explain how Muhammad began to unify the Arabian Peninsula under Islam. • Identify Islamic beliefs and practices. MAIN IDEA WHY IT MATTERS NOW TERMS &

RELIGIOUS AND ETHICAL As the world’s fastest-growing • • mosque FOCUS & MOTIVATE SYSTEMS Muhammad unified major religion, Islam has a • Muhammad • Explain that this section describes the the Arab people both politically strong impact on the lives of • Islam • Qur’an and through the religion of Islam. millions today. • Muslim • Sunna rapid spread of a religion. Ask students • Hijrah • shari’a how the religious composition of the has changed in the past The cultures of the Arabian Peninsula were in constant SETTING THE STAGE 50 years. (Possible Answer: more contact with one another for centuries. Southwest Asia (often referred to as the ) was a bridge between Africa, Asia, and Europe, where goods were Muslims, Buddhists, ) traded and new ideas were shared. One set of shared ideas would become a pow- erful force for change in the world—the religion of Islam. INSTRUCT Deserts, Towns, and Trade Routes TAKING NOTES Deserts, Towns, and Synthesizing Use a The Arabian Peninsula is a crossroads of three continents—Africa, Europe, and diagram to list important Trade Routes Asia. At its longest and widest points, the peninsula is about 1,200 miles from aspects of Islam. north to south and 1,300 miles from east to west. Only a tiny strip of fertile land Critical Thinking in south Arabia and and a few oases can support . The remain- Islam • How did land and climate features der of the land is desert, which in the past was inhabited by nomadic Arab herders. Events in Beliefs of influence family life? (People Desert and Town Life On this desert, the Arab nomads, called the life of Islam Muhammad relied on family to survive in harsh (BEHD•oo•ihnz), were organized into tribes and groups called clans. These clans provided security and support for a life made difficult by the extreme conditions Sources of desert conditions.) of the desert. The Bedouin ideals of courage and loyalty to family, along with authority • How would an increase in trade in their warrior skills, would become part of the Islamic way of life. Arabia affect what people knew about The areas with more fertile soil and the larger oases had enough water to sup- the world? (Traders brought ideas and port farming communities. By the early 600s, many Arabs had chosen to settle news from outside Arabia.) in an oasis or in a market town. Larger towns near the western coast of Arabia became market towns for local, regional, and long-distance trade goods. In-Depth Resources: Unit 3 • Guided Reading, p. 1 (also in Spanish) Crossroads of Trade and Ideas By the early 600s, trade routes connected Arabia to the major ocean and land trade routes, as you can see on the map on the next page. Trade routes through Arabia ran from the extreme south of the penin- sula to the Byzantine and Sassanid (Persian) empires to the north. Merchants from TEST-TAKING RESOURCES these two empires moved along the caravan routes, trading for goods from the Silk Test Generator CD-ROM Roads of the east. They transported spices and incense from and other Strategies for Test Preparation products to the west. They also carried information and ideas from the world out- side Arabia. Test Practice Transparencies, TT35 Mecca During certain holy months, caravans stopped in Mecca, a city in west- Online Test Practice ern Arabia. They brought religious pilgrims who came to worship at an ancient shrine in the city called the Ka’aba (KAH•buh). The Arabs associated this house

The Muslim World 263

SECTION 1 PROGRAM RESOURCES

ALL STUDENTS Reading Study Guide Audio CD (Spanish) Electronic Library of Primary Sources In-Depth Resources: Unit 3 • from the Qur’an STRUGGLING READERS • Guided Reading, p. 1 • “ to Mecca” • Skillbuilder Practice: Making Predictions, p. 5 In-Depth Resources: Unit 3 • History Makers: Muhammad, p. 15 • Guided Reading, p. 1 • Building Vocabulary, p. 4 Formal Assessment • Skillbuilder Practice: Making Predictions, p. 5 eEdition CD-ROM • Section Quiz, p. 153 • Reteaching Activity, p. 19 Stories in History Audio CD ENGLISH LEARNERS Reading Study Guide, p. 91 Power Presentations CD-ROM In-Depth Resources in Spanish Reading Study Guide Audio CD Electronic Library of Primary Sources • Guided Reading, p. 72 • from the Qur’an • Skillbuilder Practice: Making Predictions, p. 75 GIFTED AND TALENTED STUDENTS • “Pilgrimage to Mecca” Reading Study Guide (Spanish), p. 91 In-Depth Resources: Unit 3 classzone.com • Primary Source: from the Qur’an, p. 8 Teacher’s Edition 263 CHAPTER 10 • Section 1 Trade Routes, A.D. 570

Aral

40 ° E 0 500 Miles Sea History from Visuals Black Sea 0 1,000 Kilometers

40°N Interpreting the Map Caspian Tig Sea ris Have students describe the most direct R Nishapur Aleppo . To the Palmyra Mosul Silk Roads route a trader might have taken from To Spain E up Damascus hr at Muscat to Alexandria. (west by land to es Ctesiphon To R . PERSIA Mecca, then northwest on the Red Sea, Alexandria then northwest by land to Alexandria) Petra EGYPT P e Siraf N rs i ia le n R G . Red Sea u SKILLBUILDER Answers lf Trade Goods Tropic of Cancer 1. Location It has access to land and Brought to Arabia Muscat To India

sea transportation routes and links • spices Mecca ARABIA three continents. • incense Land route 2. Movement Because Mecca was the • perfumes Sea route • precious metals Hijrah hub for many trade routes, people • ivory Byzantine Empire YEMEN Arabian with different ideas would meet there • silk Sassanid Empire Aden Sea To East and exchange ideas. Africa

GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location Why is Arabia’s location a good one for trade? 2. Movement Why was the location of Mecca ideal for the spread of ideas?

of worship with , a Hebrew and a believer in one God. Over the years, they had introduced the worship of many gods and spirits to the place. The Ka’aba contained over 360 idols brought by many tribes. The concept of belief in one God, called Allah (AL•luh) in Arabic, was known on the Arabian Peninsula. Many and Jews lived there and practiced . Into this mixed religious environment of Mecca, around A.D. 570, Muhammad was born. The Prophet Muhammad The Prophet Muhammad Critical Thinking Muhammad (mu•HAM•id) was born into the clan of a powerful Meccan family. • What evidence supports the conclusion Orphaned at the age of six, Muhammad was raised by his grandfather and uncle. that Muhammad had a rewarding life He received little schooling and began working in the caravan trade as a very young man. At the age of 25, Muhammad became a trader and business manager as a young man? (He had a good for Khadijah (kah•DEE•juh), a wealthy businesswoman of about 40. Later, marriage and a successful business, Muhammad and Khadijah married. Theirs was both a good marriage and a good and he often spent time in prayer business partnership. and meditation.) Revelations Muhammad took great interest in religion and often spent time alone • How would you compare the reactions in prayer and meditation. At about the age of 40, Muhammad’s life was changed to and Yathrib? overnight when a voice called to him while he meditated in a cave outside Mecca. (In Mecca, many opposed him, while in According to Muslim belief, the voice was that of the , who told Yathrib a diverse group supported him.) 264 Chapter 10

SKILLBUILDER PRACTICE: MAKING PREDICTIONS

Learning to Make Predictions Class Time 30 minutes groups’ predictions into a chart like the one shown here. Task Analyzing information on Islam to predict its influence For more practice, have students complete the Skillbuilder Practice activity Purpose To practice the skill of making predictions for this lesson, available in In-Depth Resources: Unit 3. Instructions Making predictions requires recognizing the significance of Fact Prediction various pieces of information and understanding how these pieces work together. Social scientists use this skill when they describe the likely results Islam means “submission to Obedience is an important of actions or developments. For example, as trade increases in an area, the will of Allah.” part of Islam. one might predict that cities in the region will grow. Arabs and Jews of Medina Islam concerns itself with Divide students into small groups. Each group should list five facts from accepted Muhammad as a political as well as the paragraphs under “The Prophet Muhammad” and make predictions political leader. religious issues. based on each fact. In class, discuss each group’s predictions. Combine the 264 Chapter 10 Muhammad that he was a messenger of Allah. “What shall I proclaim?” asked CHAPTER 10 • Section 1 Muhammad. The voice answered:

PRIMARY SOURCE Analyzing Proclaim! In the of thy Lord and Cherisher, who created man out of a (mere) clot Primary Sources of congealed blood. Proclaim! And thy Lord is most bountiful. He who taught (the use More About . . . What kind of of) the pen taught man that which he knew not. teaching does the QUR’AN, sura 96:1–5 phrase “the use of The Prophet Muhammad the pen” refer to? After much soul-searching, Muhammad came to believe that the Lord who spoke From Medina, Muhammad ordered A. Possible to him through Gabriel was Allah. Muhammad became convinced that he was the last armed raids against Meccan caravans. Answers writing, reading, gaining of the . He began to teach that Allah was the one and only God and that all These raids may have begun as a way for knowledge, under- other gods must be abandoned. People who agreed to this basic principle of Islam the immigrants to support themselves standing a higher were called Muslims. In Arabic, Islam (ihs•LAHM) means “submission to the will economically. Revenge may also have of knowledge of Allah.” Muslim (MOOZ•lim) means “one who has submitted.” Muhammad’s been a factor. The Qur’an justified vio- wife, Khadijah, and several close friends and relatives were his first followers. By 613, Muhammad had begun to preach publicly in Mecca, but he met with lence aimed at those who persecuted some hostility. Many Meccans believed his revolutionary ideas would lead to Muslims: “Permission is given to those neglect of the traditional Arab gods. They feared that Mecca would lose its posi- who fight because they have suffered tion as a pilgrimage center if people accepted Muhammad’s monotheistic beliefs. ▼ The Abyssinian wrong . . . and those who have been army set out to After some of his followers had been attacked, Muhammad decided to The Hijrah destroy the expelled from their homes in defiance leave Mecca in 622. Following a small band of supporters he sent ahead, Ka’aba. Their of right” (22:39–40). Muhammad moved to the town of Yathrib, over 200 miles to the north of Mecca. elephants, This migration became known as the Hijrah (hih•JEE•ruh). The Hijrah to Yathrib however, In-Depth Resources, Unit 3 marked a turning point for Muhammad. He attracted many devoted followers. Later, refused • History Makers: Muhammad, p. 15 to attack. Yathrib was renamed Medina. In Medina, Muhammad displayed impressive leadership skills. He fash- ioned an agreement that joined his own More About . . . people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a politi- According to Islamic tradition, Allah cal leader. As a religious leader, he drew revealed the Qur’an to Muhammad in the many more converts who found his mes- month of Ramadan, the ninth month of sage appealing. Finally, Muhammad also the Muslim calendar. This calendar is became a military leader in the growing based on the cycles of the . Months hostilities between Mecca and Medina. alternate between 29 and 30 days, from Returning to Mecca In 630, the Prophet crescent moon to crescent moon. So and 10,000 of his followers marched to the outskirts of Mecca. Facing sure defeat, Ramadan, a time of special fasting for Mecca’s leaders surrendered. The Prophet Muslims, does not necessarily fall in the entered the city in triumph. He destroyed same season from one year to the next. the idols in the Ka’aba and had the call to prayer made from its roof. Most Meccans pledged their loyalty to Muhammad, and many converted to Tip for Struggling Readers Islam. By doing so, they joined the To help students organize the events in umma, or Muslim religious community. this section, have them make a time line Muhammad died two years later, at of Muhammad’s life. They should mark about the age of 62. However, he had the time line using both the year and taken great strides toward unifying the Muhammad’s age. entire Arabian Peninsula under Islam.

The Muslim World 265

Name Date

CHAPTER HISTORYMAKERS Muhammad 10 The Messenger of Allah DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS Section 1 “Believers, if you help Allah, Allah will help you and make you strong. But the unbelievers shall be [sent to eternal damnation]. He will bring their deeds to nothing. Because they have opposed His revelations, He will frustrate their works.”—Qur’an, Sura 47

uhammad loved spending afternoons meditat- local merchant who was a believer. The other was Ming in the caves around his hometown of the protection given Muhammad by Abu-Talib, his Mecca, which is located in modern . In uncle and the head of their clan. In 619, though, A.D. 610, his normal routine was interrupted when he his uncle died, and the new head of the clan was Dramatizing Muhammad’s Return to Mecca saw a vision of the archangel Gabriel. Gabriel told unwilling to continue this protection. Muhammad to preach the word of Allah, the one The situation grew worse for the small Islamic God, to the world. As a result, Muhammad formed community. Muhammad carried on secret talks with the beginnings of a unified state for his people and the people of a nearby town where some of his fol- founded one of the great of the world. lowers had settled. That place was Yathrib, which Muhammad had had a difficult childhood. His was later renamed Medina. In 622, Muhammad Class Time 30 minutes • what eyewitnesses would have observed and how father passed away around the time he was born, and moved to the town, whose people agreed to accept six years later his mother died. He was then raised him as their political leader. Many of them also by a grandfather and later by an uncle. Muhammad converted to Islam. suffered financially from these personal Muslims soon began to raid trading caravans and was left to make his own way in the world. from Mecca—a common practice at the time. In they would have reacted However, Muhammad possessed both an intelli- 624, Muhammad led an attack on Meccan soldiers. Task Presenting a scene from Muhammad’s life gent mind and leadership ability. When he was in The Meccans tried to punish Muhammad with an his twenties, a wealthy widow named Khadijah assault the next year, but the Muslims retained con- hired him to conduct some business for her in . trol of Yathrib. Two years later, the Meccans sent Pleased with his work, she married Muhammad. 10,000 soldiers to attack. Muhammad arranged a • how best to show the friction around his return From then on, he was comfortable materially. strong defense and the Meccans eventually with- Purpose To explore the conflict between Muslims and the Muhammad had a deeply spiritual nature. It drew. Within three years, the tide had turned com- was about this time, at the age of 40, when he saw pletely. This time Muhammad led a force of 10,000 the vision of Gabriel, the messenger for Allah. This into Mecca and took control of the city. experience led to a profound turning point for Muhammad lived only two more years. During Muhammad and the world. These visions recurred that time, he consolidated his power. He forged people of Mecca For background information, students should use their ved. intermittently for the rest of his life. alliances with leaders of local nomadic peoples and For two or three years, Muhammad told only sometimes arranged political marriages. When he his wife and closest friends of these visitations and died, he had created a strong political structure the message. They became the first followers of the that was ready to expand in power. He had also textbooks and the History Makers activity on Muhammad, All rights reser new religion of Islam. In 612 or 613, Muhammad founded one of the world’s major religions. Instructions Divide the class into groups of about five began to spread his message in public. He quickly won converts from among the young men of Questions Mecca—and opponents from among the wealthy merchants of the town. These merchants thought 1. Determining Main Ideas Why was available in In-Depth Resources: Unit 3. Muhammad was crazy and disliked his call to end Muhammad’s early life difficult? 2. Making Inferences What evidence is there that students each. Each group should discuss how to portray © McDougal Littell Inc. differences in status between rich and poor. The merchants and others harassed Muhammad and his Muhammad was a good businessman and a followers, now called Muslims. The merchants threw shrewd leader? stones and thorns at Muhammad as he walked 3. Drawing Conclusions Why did the Meccan on stage the return of Muhammad from Medina to Mecca. Each group of students should develop their ideas into a through the town and boycotted Islamic businesses. merchants object to Muhammad’s message? Two factors protected the Muslims in these dif- ficult times. One was the support of , a They should consider: script for a scene from a play about the life of The Muslim World 15 • what Muhammad might have said and done Muhammad. They should include stage directions and dia- In-Depth Resources: Unit 3 • who would have been with him when he returned logue. Scenes should be between three and six minutes long. Invite groups to present their scenes to the class. Teacher’s Edition 265 CHAPTER 10 • Section 1

The This model displays the interior of The Dome of the Rock, located in Jerusalem, is the earliest surviving the building. The dome is about 100 Analyzing Islamic monument. It was completed in 691 and is part of a larger com- feet tall and 60 feet in diameter. It plex, which is the third most holy place in Islam. It is situated on Mount rests on 16 pillars and columns and is surrounded by an octagonal colonnade Moriah, the site of the Jewish temple destroyed by Romans in A.D. 70. of 24 pillars and columns. The exterior OBJECTIVES The rock on the site is the spot from which Muslims say Muhammad walls are about 60 feet long, 36 feet ascended to to learn of Allah’s will. With Allah’s blessing, • Learn the significance of the site of tall, and also form an octagon. Muhammad returned to earth to bring God’s message to all people. Jews the Dome of the Rock for Muslims identify the same rock as the site where Abraham was prepared to sac- and Jews. rifice his son Isaac. • Recognize the architectural importance of the Dome of the Rock.

The ornate decorations of the exterior are also found on the interior of the building. Notice the INSTRUCT geometric designs that appear in everything from Review the location and features of the the tile to the carpet. This is a feature often found Dome of the Rock and when it was built. in Muslim art. (about 60 years after the death of Muhammad) Have students name famous or local religious and discuss whether any traits they share reflect their religious use. (Possible Answers: Angkor Wat in , Saint ’s Basilica in Rome, and Saint Paul’s Cathedral in all have domes or spires that reach upward. This may improve acoustics or provide inspi- ration for worshippers.) Discuss how the Dome of the Rock demonstrates the close connection between Islam and Judaism. (located on an important site for both faiths)

SKILLBUILDER Answers 1. Making Inferences the large size and the ornate decoration 2. Comparing and Contrasting Possible Answer: Many religious buildings have domes and columns; Christian ones often include crosses.

SKILLBUILDER: Interpreting Visual Sources 1. Making Inferences If you knew nothing about this building, what elements of the building might give you the impression that it is a religious structure? 2. Comparing and Contrasting How is the Dome of the Rock similar to or different from other religious buildings you have seen? 266

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Using Descriptive Language: The Dome of the Rock Class Time 20 minutes and whether they consider it a beautiful building. Encourage students Task Describing the features and importance of the Dome of the Rock in to use precise, colorful words. Have students check a dictionary or a vivid language thesaurus to be sure they are using the words accurately. Students learning Purpose To understand the significance of the Dome of the Rock both in English may want to contribute words in their primary language and then religious and architectural contexts work with their classmates to translate them. Then students should label each word on the list, indicating whether it states a fact or an opinion. Instructions Divide students into small groups. In each group, students Encourage students to share their lists with the class. Supply synonyms or should make a list of ten or more words and phrases that describe the definitions as necessary to be sure that other students understand the Dome of the Rock. They might describe the size, shape, color, and struc- words’ meanings. ture of the building. In addition, they might describe their reactions to it

266 Chapter 10 Beliefs and Practices of Islam CHAPTER 10 • Section 1 The main teaching of Islam is that there is only one God, Allah. All other beliefs and practices follow from this teaching. Islam teaches that there is good and evil, and that each individual is responsible for the actions of his or her life. The Five Pillars To be a Muslim, all believers have to carry out five duties. These Beliefs and Practices duties are known as the . of Islam • Faith To become a Muslim, a person has to testify to the following statement of faith: “There is no God but Allah, and Muhammad is the Critical Thinking Messenger of Allah.” This simple statement is heard again and again in Islamic rituals and in Muslim daily life. • Which of the Five Pillars most directly • Prayer Five times a day, Muslims face toward Mecca to pray. They may reflects a commitment to social justice? assemble at a mosque (mahsk), an Islamic house of worship, or wherever (the requirement to give alms) they find themselves. • Why do you think that Muslims con- • Alms Muhammad taught that all Muslims have a responsibility to support sider only the Arabic version of the the less fortunate. Muslims meet that social responsibility by giving alms, Qur’an to be the true word of Allah? or money for the poor, through a special religious . (Translations might contain errors or • Fasting During the Islamic holy month of Ramadan, Muslims fast reinterpretations.) between dawn and sunset. A simple meal is eaten at the end of the day. Fasting serves to remind Muslims that their spiritual needs are greater Electronic Library of Primary Sources than their physical needs. • “Pilgrimage to Mecca” • Pilgrimage All Muslims who are physically and financially able perform the hajj (haj), or pilgrimage to Mecca, at least once. Pilgrims wear identical garments so that all stand as equals before Allah. A Way of Life Carrying out the Five Pillars of Islam ensures that Muslims live their religion while serving in their community. Along with the Five Pillars, there More About . . . are other customs, morals, and for Islamic society that affect Muslims’ daily lives. Believers are forbidden to eat or to drink intoxicating beverages. The Ulama afternoons are set aside for communal worship. Unlike many other religions, Islam Artists Some ulama have practiced their profes- has no priests or central religious authority. Every Muslim is expected to worship decorate the sion as individuals, and others have ulama Qur’an as a Allah directly. Islam does, however, have a scholar class called the . The banded together in schools to interpret ulama includes religious teachers who apply the words and deeds of Muhammad holy act. The geometric the Qur’an and other writings. Historically, to everyday life. design often the ulama kept separate from the state. Sources of Authority The original source of authority for Muslims is Allah. repeats to show To Muslims, this gave the ulama great According to Islamic belief, Allah expressed his will through the angel Gabriel, who the infinite revealed it to Muhammad. While quality of Allah. moral authority and high social status. Muhammad lived, his followers memorized and recited the revela- tions he received from Gabriel. Soon after the Prophet’s death, it was suggested that the revelations More About . . . be collected in a book. This book is The Qur’an the Qur’an (kuh•RAN), the holy book of the Muslims. The Qur’an, also spelled Koran, contains The Qur’an is written in 114 chapters, or . Many are written Arabic, and Muslims consider in . only the Arabic version to be the In-Depth Resources, Unit 3 true word of Allah. Only Arabic can be used in worship. Wherever • Primary Sources: from the Qur’an, p. 8 Muslims carried the Qur’an, Electronic Library of Primary Sources Arabic became the language of • from the Qur’an worshipers and scholars. Thus, the The Muslim World 267

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Understanding the Five Pillars of Islam Class Time 35 minutes If time and resources permit, have students look for visuals that illustrate Task Restating the Five Pillars of Islam in students’ own words the duty, such as photographs of Muslims praying or on pilgrima ge. Purpose To improve understanding and retention of challenging material Muslims do not permit images of Allah or Muhammad, so some topics will not lend themselves to visuals. Instructions Divide students into five groups. Assign each group one of the five pillars, or duties, of Islam to summarize and present to the class. Have students share their summaries with the class. Discuss how obeying Each group should complete the following tasks: the Five Pillars might benefit a society. (Possible answers: Giving alms helps poor; praying and fasting may bring peace of mind; pilgrims • Reread the information in the textbook about that duty of Islam. wearing the same clothing emphasizes equality.) • Write a sentence or short paragraph that explains what the duty is. • Discuss how obeying that duty might make a society stronger.

Teacher’s Edition 267 CHAPTER 10 • Section 1 Arabic language helped unite conquered peoples as Muslim control expanded. Muslims believe that Muhammad’s mission as a prophet was to receive the Qur’an and to demonstrate Social History how to apply it in life. To them, the Sunna (SOON•uh), or Muhammad’s example, is the best model for proper living. The guidance of the Qur’an and Sunna was assem- Muslim Prayer bled in a body of known as shari’a (•REE•ah). Friday is the day when the largest num- This system of law regulates the family life, moral con- Clarifying ber of Muslims gather at a mosque to duct, and business and community life of Muslims. What are the sources of authority pray together. In addition to praying, Muslim Prayer Links to Judaism and Christianity To Muslims, Allah for Muslims? those gathered often hear a passage read Five times a day—dawn, noon, mid- is the same God that is worshiped in Christianity and B. Answer Allah, from the Qur’an and a sermon based on afternoon, sunset, and evening— Judaism. However, Muslims view as a prophet, not Qur’an, Sunna Muslims face toward Mecca to pray. as the Son of God. They regard the Qur’an as the word of it. The passage may be read in Arabic, Worshipers are called to prayer by a Allah as revealed to Muhammad, in the same way that but the sermon is usually given in the . The call to prayer sometimes Jews and Christians believe the and the Gospels common language of the community. is given from a minaret and even over public address systems or the radio in were revealed to and the New Testament writers. large cities. Muslims believe that the Qur’an perfects the earlier reve- Because they believe that standing lations. To them, it is the final book, and Muhammad was before Allah places them on holy the final prophet. All three religions believe in heaven and ground, Muslims perform a ritual and a day of judgment. The Muslims trace their cleansing before praying. They also Rubric Charts should ancestry to Abraham, as do the Jews and Christians. remove their shoes. • list important rituals observed Muslims refer to Christians and Jews as “people of the by Muslims. book” because each religion has a holy book with teach- ings similar to those of the Qur’an. Shari’a law requires • describe the meaning of each ritual. INTERNET ACTIVITY Create a chart in • present information clearly which you identify and explain the Muslim leaders to extend religious tolerance to meaning of Muslim prayer rituals. Go to Christians and Jews. A huge Muslim empire, as you will and concisely. classzone.com for your research. learn in Section 2, grew to include people of many dif- ferent cultures and religions.

ASSESS SECTION1 ASSESSMENT

TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 1 ASSESSMENT • Allah • Muhammad • Islam • Muslim • Hijrah • mosque • hajj • Qur’an • Sunna • shari’a Have each student answer the questions and then compare answers USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. What event in the life of 3. Why was Mecca an important 6. RECOGNIZING EFFECTS How did the beliefs and practices with a partner. Muhammad signaled the city in western Arabia? of Islam create unity and strength among Muslims in the Formal Assessment beginning of Islam? 4. What are the Five Pillars of 600s? Islam Islam? 7. COM PAR I NG In what ways are the teachings of the • Section Quiz, p. 153 5. Why did Muslims consider Muslims similar to those of Christians and Jews? Events in Beliefs of Christians and Jews “people of 8. DRAWING CONCLUSIONS How did Islam help spread the life of Islam Muhammad the book”? Arabic culture? RETEACH 9. WRITING ACTIVITY RELIGIOUS AND ETHICAL SYSTEMS Sources of Use the Reteaching Activity to review the authority Write a letter to Muhammad, describing his legacy and that of Islam today. main ideas of the section. In-Depth Resources, Unit 3 • Reteaching Activity, p. 19 CONNECT TO TODAY PREPARING AN ORAL REPORT Today, tensions run high between Muslims and Jews in the Middle East. Research to find out the causes of this tension. Present your findings in an oral report.

268 Chapter 10

ANSWERS

1. Allah, p. 264 • Muhammad, p. 264 • Islam, p. 265 • Muslim, p. 265 • Hijrah, p. 265 • mosque, p. 267 • hajj, p. 267 • Qur’an, p. 267 • Sunna, p. 268 • shari’a, p. 268 2. Sample Answer: Events—Divine revelations, 6. provided a common faith and language • note the similarities in Islamic beliefs and Hijrah, Mecca captured. Beliefs—Allah, 7. stress on charity and prayer, belief in one God, practices since the time of Muhammad. Five Pillars, tolerance of Jews and Christians. “,” belief in heaven, hell, • discuss the role of Islam in today’s world. Sources—Allah, Qur’an, Sunna. and day of judgment CONNECT TO TODAY Beginning—Gabriel’s visitation. 8. As people learned Arabic for worship, they Rubric Oral reports should 3. center of trade, site of the Ka’aba could understand Arabic culture. • discuss some of the causes of the tension 4. faith, prayer, alms, fasting, pilgrimage 9. Rubric Letters should between Israel and its Arab neighbors. 5. Both have holy books like the Qur’an. • describe the spread of Islam since the death • provide historical reasons for the tension. of Muhammad. • be well organized and clear.

268 Chapter 10 LESSON PLAN 2 Muslim women praying Mosque and minaret OBJECTIVES (tower from which the faithful • Describe how Muhammad’s successors Islam Expands are summoned to prayer) spread Islam. • List conflicts within the Umayyad state. • Explain how rivalries split Islam. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

EMPIRE BUILDING In spite of Muslims’ influence on three • caliph • Sufi FOCUS & MOTIVATE internal conflicts, the Muslims continents produced cultural • Umayyads • Abbasids Why do you think people switch reli- created a huge empire that blending that has continued • Shi’a • al-Andalus included lands on three into the modern world. • Sunni • Fatimid gions? (Possible Answers: attracted to continents. new beliefs, fear persecution, desire status of members of another religion) SETTING THE STAGE When Muhammad died in 632, the community faced a crisis. Muslims, inspired by the message of Allah, believed they had a duty to carry his word to the world. However, they lacked a clear way to choose a new INSTRUCT leader. Eventually, the issue of leadership would divide the Muslim world. Muhammad’s Successors Muhammad’s Successors Spread Islam TAKING NOTES Spread Islam Summarizing Use a table Muhammad had not named a successor or instructed his followers how to choose to summarize develop- one. Relying on ancient tribal custom, the Muslim community elected as their ments that occurred in Critical Thinking leader Abu-Bakr, a loyal friend of Muhammad. In 632, Abu-Bakr became the Islam during each ruler’s • What evidence suggests that Islam’s period in power. first caliph (KAY•lihf), a that means “successor” or “deputy.” leadership weakened under the “Rightly Guided” Caliphs Abu-Bakr and the next three elected caliphs—Umar, Rulers Period Developments of Rule in Islam caliphs? (Some people left Islam, , and Ali—all had known Muhammad. They used the Qur’an and Rightly refused to pay , or claimed to Muhammad’s actions as guides to leadership. For this, they are known as the guided caliphs be prophets.) “rightly guided” caliphs. Their rule was called a (KAY•lih•FAYT). Umayyads • What practical reasons did Muslim Abu-Bakr had promised the Muslim community he would uphold what Abbasids Muhammad stood for. Shortly after the Prophet’s death, some tribes on the conquerors have to avoid persecuting Arabian Peninsula abandoned Islam. Others refused to pay taxes, and a few indi- non-Muslims? (Possible Answer: wanted viduals even declared themselves prophets. For the sake of Islam, Abu-Bakr skilled non-Muslims to serve as officials, invoked . The word jihad means “striving” and can refer to the inner strug- scholars, and bureaucrats) gle against evil. However, the word is also used in the Qur’an to mean an armed struggle against unbelievers. For the next two years, Abu-Bakr applied this In-Depth Resources, Unit 3 meaning of jihad to encourage and justify the expansion of Islam. • Guided Reading, p. 2 (also in Spanish) When Abu-Bakr died in 634, the Muslim state controlled all of Arabia. Under • Primary Source: The Duties of the Caliph, p. 9 Umar, the second caliph, Muslim armies conquered Syria and lower Egypt, Critical Thinking Transparencies which were part of the Byzantine Empire. They also took parts of the Sassanid • CT10 The Spread of Islam Empire. The next two caliphs, Uthman and Ali, continued to expand Muslim ter- ritory. By 750, the Muslim Empire stretched 6,000 miles from the Atlantic Ocean to the . (See the map on page 261.) TEST-TAKING RESOURCES Reasons for Success The four “rightly guided” caliphs made great progress in Test Generator CD-ROM their quest to spread Islam. Before his death, Muhammad had expressed a desire Strategies for Test Preparation to spread the faith to the peoples of the north. Muslims of the day saw their vic- tories as a sign of Allah’s support and drew energy and inspiration from their faith. Test Practice Transparencies, TT36 They fought to defend Islam and were willing to struggle to extend its word. Online Test Practice The Muslim World 269

SECTION 2 PROGRAM RESOURCES ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 3 In-Depth Resources: Unit 3 eEdition CD-ROM • Guided Reading, p. 2 • Guided Reading, p. 2 Power Presentations CD-ROM • Geography Application: Rule and Taxation Under the • Building Vocabulary, p. 4 Geography Transparencies Umayyads, p. 6 • Geography Application: Rule and Taxation Under the Formal Assessment Umayyads, p. 6 • GT10 Baghdad During Its Golden Age, 765–950 • Section Quiz, p. 154 • Reteaching Activity, p. 20 Critical Thinking Transparencies Reading Study Guide, p. 93 • CT10 The Spread of Islam ENGLISH LEARNERS Reading Study Guide Audio CD classzone.com In-Depth Resources in Spanish • Guided Reading, p. 73 GIFTED AND TALENTED STUDENTS • Geography Application, p. 76 In-Depth Resources: Unit 3 Reading Study Guide (Spanish), p. 93 • Primary Source: The Duties of the Caliph, p. 9 Reading Study Guide Audio CD (Spanish) Teacher’s Edition 269 CHAPTER 10 • Section 2 The Muslim armies were well disci- plined and expertly commanded. However, the success of the armies was also due to weakness in the two empires north of Arabia. The Byzantine and Tip for Gifted and Talented Sassanid empires had been in conflict Students for a long period of time and were exhausted militarily. Have students research the history of reli- Another reason for Muslim success gious tolerance and share their research was the persecution suffered by people with the class. Students might research under Byzantine or Sassanid rule because Cyrus the Great, Asoka, the Edict of , they did not support the official state reli- Suleyman I, the Edict of Nantes, Oliver gions, Christianity or Zoroastrianism. Cromwell, William Penn, Voltaire, or The persecuted people often welcomed the status of religious liberty in various the invaders and their cause and chose to countries today. accept Islam. They were attracted by the appeal of the message of Islam, which offered equality and hope in this world. They were also attracted by the economic benefit for Muslims of not having to pay Analyzing Causes a poll tax. Why were Muslims successful Treatment of Conquered Peoples conquerers? Because the Qur’an forbade forced con- A. Answer Army version, Muslims allowed conquered was well-disciplined peoples to follow their own religion. and well-com- Christians and Jews, as “people of the manded; other book,” received special consideration. empires were weak; some groups wel- They paid a poll tax each year in comed them as lib- exchange for exemption from military erators. duties. However, they were also subject ▲ From 632 to 750, to various restrictions on their lives. Before entering the newly conquered city of Internal Conflict Creates highly mobile Damascus in the northern Arabian province of Syria, Khalid ibn al-Walid, one of troops mounted on Abu-Bakr’s chief generals, detailed the terms of surrender: a Crisis camels were successful in conquering lands in PRIMARY SOURCE Critical Thinking the name of Allah. In the name of Allah, the compassionate, the merciful, this is what Khalid ibn al-Walid • How does the conflict over the moving would grant to the inhabitants of Damascus. . . . He promises to give them security for of the capital show a drawback of hav- their lives, property and churches. Their city wall shall not be demolished, neither shall any Muslim be quartered in their houses. Thereunto we give to them the pact of Allah ing a large empire? (Many cultures and the protection of His Prophet, the Caliphs and the believers. So long as they pay the must coexist; political power must be tax, nothing but good shall befall them. maintained over long distances.) KHALID IBN AL-WALID, quoted in Early Islam • Why might the Sufis have rejected Tolerance like this continued after the Muslim state was established. Though the luxuries of the Umayyads? Christians and Jews were not allowed to spread their religion, they could be offi- (Possible Answer: too similar to cials, scholars, and bureaucrats. non-Muslim rulers) Internal Conflict Creates a Crisis Vocabulary Note: Despite spectacular gains on the battlefield, the Muslim community had difficulty Multiple-Meaning Words maintaining a unified rule. In 656, Uthman was murdered, starting a in In the primary source from Khalid Ibn which various groups struggled for power. Ali, as Muhammad’s cousin and son-in- al-Walid, quartered means “provided law, was the natural choice as a successor to Uthman. However, his right to rule a room.” 270 Chapter 10

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Debating Terms of Surrender Class Time 30 minutes • strong verbs Task Holding a debate based on statements in a primary source • phrases with parallel construction Purpose To analyze the language used in a primary source and to evaluate • short lists of items its significance After the students have prepared their speeches, have several present Instructions Have students read the primary source by Khalid Ibn al-Walid them to the class. Then discuss the approaches students used to support on this page. Have half the students prepare speeches that support or oppose the policies of al-Walid. Ask students if their opinions about the al-Walid’s policies and half the students write speeches opposing his poli- policies changed as they worked on their speeches. cies. Speeches should be about one minute long. Encourage students to use devices they commonly hear in speeches to make them memorable, such as:

270 Chapter 10 was challenged by Muawiya, a governor of Syria. Then, in 661, Ali, too, was assas- CHAPTER 10 • Section 2 sinated. The elective system of choosing a caliph died with him. A family known as the Umayyads (oo•MYE•yadz) then came to power. The Umayyads moved the Muslim capital to Damascus. This location, away from Mecca, made controlling conquered territories easier. However, the Arab Muslims felt it was too far away from their lands. In addition, the Umayyads abandoned the Inclusion Tip simple life of previous caliphs and began to surround themselves with wealth and Students with learning difficulties may ceremony similar to that of non-Muslim rulers. These actions, along with the lead- benefit from developing rhymes or other ership issue, gave rise to a fundamental division in the Muslim community. mnemonic devices to help them remem- Sunni–Shi’a Split In the interest of ber facts. For example, the word Sunni peace, the majority of Muslims Basic Differences Between has one more letter than the word Shi’a. accepted the Umayyads’ rule. However, Sunni and Shi’a Muslims This might help students recall that there a minority continued to resist. This Sunni Shi’a group developed an alternate view of are more Sunni than Shi’a. the office of caliph. In this view, the • Believe that the first four • Believe that Ali, the Prophet’s caliph needed to be a descendant of the caliphs were “rightly guided” son-in-law, should have succeeded Muhammad Prophet. This group was called Shi’a, meaning the “party” of Ali. Members • Believe that Muslim rulers • Believe that all Muslim rulers of this group are called Shi’ites. Those should follow the Sunna, or should be descended from B. Answer Sunni who did not outwardly resist the rule Muhammad’s example Muhammad; do not recognize the authority of the Sunna follow Muhammad’s of the Umayyads later became known Control Extends Over Three example. Shi’a as Sunni, meaning followers of • Claim that the Shi’a have • Claim that the Sunni have believe the leader Muhammad’s example. Another group, Continents should be a distorted the meaning of distorted the meaning of descendant of the Sufi (SOO•fee), rejected the luxu- various passages in the Qur’an various passages in the Qur’an Muhammad. Sufi rious life of the Umayyads. They pur- Critical Thinking pursue a life of sued a life of poverty and devotion to a Percentage Today • How would you compare the Abbasids’ poverty and devo- of Sunni and Shi’a spiritual path. Muslims Worldwide tion to a spiritual Shi’a treatment of the Umayyads in 750 and Vigorous religious and political 16% path. Sunni Other the Muslims’ treatment of non-Muslims opposition to the 83% 1% led to its downfall. Rebel groups over- in Damascus in the mid-600s? (The Summarizing threw the Umayyads in the year 750. Abbasids massacred the Umayyads, What are three The most powerful of those groups, the but the Muslims showed tolerance of groups within Islam and how do they Abbasids (AB•uh•SIHDZ), took control non-Muslims in Damascus.) differ? of the empire. • What similarities did Abbasid rule share with the U.S. government? Control Extends Over Three Continents (Possible Answer: governed a vast When the Abbasids came to power in 750, they ruthlessly murdered the remaining territory, collected taxes, employed members of the Umayyad family. One prince named Abd al-Rahman escaped the many diplomats, controlled a powerful slaughter and fled to Spain. There he set up an Umayyad caliphate. Spain had , and lasted a long time, already been conquered and settled by Muslims from North Africa, who were known as Berbers. The Berber armies advanced north to within 200 miles of about 500 years) before being halted at the Battle of Tours in 732. They then settled in southern • How united was the Muslim Empire Spain, where they helped form an extraordinary Muslim state in al-Andalus politically and economically? (It was (al•AN•duh•LUS). divided politically into rival states, but Abbasids Consolidate Power To solidify power, the Abbasids moved the capital it was unified economically through of the empire in 762 to a newly created city, Baghdad, in central . The location trade, currency, and language.) on key trade routes gave the caliph access to trade goods, gold, and information In-Depth Resources: Unit 3 about the far-flung empire. The Abbasids developed a strong bureaucracy to conduct the huge empire’s • Geography Application: Rule and Taxation affairs. A treasury kept track of the money flow. A special department managed the Under the Umayyads, p. 6 business of the army. Diplomats from the empire were sent to courts in Europe,

The Muslim World 271 Name ______Date ______CHAPTER 10 Section 2 (pages 269–272) TERMS AND NAMES caliph Highest political and religious leader in a Muslim government Islam Expands Umayyads Dynasty that ruled the Muslim Empire from A.D. 661 to 750 Shi’a Branch of Islam whose BEFORE YOU READ members believe the first four caliphs In the last section, you read about the rise of Islam, In this are the rightful successors of section, you will read about the spread of Islam. Muhammad Sunni Branch of Islam whose DIFFERENTIATING INSTRUCTION: STRUGGLING READERS AS YOU READ members believe Ali and his Use the chart below to take notes on how Islam spread. descendants are the rightful successors of Muhammad GT MCDOUGAL LITTELL Baghdad During Its Golden Age, Muslim who tries to achieve 10 World History: Patterns of Interaction 765–950 Sufi direct contact with God Abbasids Dynasty that ruled much of the Muslim Empire from A.D. 750 to 1258 al-Andalus Muslim-ruled area in The Spread what is now Spain Producing a Newscast of Islam Fatimid Member of a Muslim dynasty thattraced its ancestry to Muhammad’s daughter Fatima Class Time 45 minutes news segment should explain how and why the Abbasid Dynasty al-Andalus state Fatimid Dynasty Iraq, central Asia Task Creating a newscast about the Abbasid Abbasids defeated the Umayyads. Have each

group present its newscast to the class. Then, ved. takeover of the Muslim Empire Muhammad’s Successors Abu-Bakr reacted quickly when a group of Arabs abandoned Islam. He defeated them in bat- Spread Islam (pages 238–239) tle over a two-year period, Abu-Bakr died soon discuss whether the groups presented different All rights reser How did other leaders spread after. But his army began to conquer new lands. By Purpose To examine the fall of the Islam? 750, the Muslim Empire stretched from the Indus River in India west to the Atlantic Ocean. When Muhammad died, his followers elected a Many of the people conquered by the Muslims new leader, Abu-Bakr. He had been loyal to accepted Islam. Some found the message of Islam points of view. Muhammad. He was given the title caliph. This appealing. Others liked the fact that by becoming

© McDougal Littell Inc. means “successor” or “deputy.” A successor is a Umayyads and the events surrounding the rise Muslims they avoided paying a tax put only on non- person who comes after and takes the place of Muslims. But the Qur’an prevented Muslims from someone else. A deputy is an assistant who acts on behalf of a leader who is absent. of the Abbasids For a visual to use during the presentations, refer ved.

Instructions Divide students into small groups. students to Geography Transparency GT10, All rights reser CHAPTER 10 THE MUSLIM WORLD 93 Baghdad During Its Golden Age, 765–950. For

In each group, students should take roles as © McDougal Littell Inc. Reading Study researchers, writers, reporters, and anchors. One more help with the text, have students complete Guide or more students in each group should prepare the Reading Study Guide for this section. visuals to present as part of the newscast. The Geography Transparencies Teacher’s Edition 271 CHAPTER 10 • Section 2 Africa, and Asia to conduct imperial business. To support this bureaucracy, the Abbasids taxed land, imports and exports, and non-Muslims’ wealth. Rival Groups Divide Muslim Lands The lasted from 750 to 1258. During that time, the Abbasids increased their authority by consulting reli- More About . . . gious leaders. But they failed to keep complete political control of the immense ter- ritory. Independent Muslim states sprang up, and local leaders dominated many Elephant Diplomacy ▼ This 13th- smaller regions. The Fatimid (FAT•uh•MIHD) caliphate was formed by Shi’a century Muslims who claimed descent from Muhammad’s daughter Fatima. The caliphate Caliph Harun al-Rashid, who ruled from miniature shows C. Possible Answer began in North Africa and spread across the Red Sea to western Arabia and Syria. There would be no 786 to 809, once sent an elephant as a Arab traders navigating the However, the Fatimids and other smaller states were still connected to the Abbasid problem in chang- gift to the European ruler Charlemagne. Indian Ocean. caliphate through religion, language, trade, and the economy. ing money to a This was just one example of the lavish- local currency and Muslim Trade Network At this time, two major sea-trading net- no need for inter- ness of the Abbasid court. Harun’s vast works existed—the Mediterranean Sea and the Indian Ocean. preters, who might , thousands of servants, and sump- Through these networks, the Muslim Empire could engage in sea make mistakes. tuous banquets dazzled visitors. A great trade with the rest of the world. The land network connected the Silk Roads of and India with Europe and Africa. Muslim patron of the arts, he was sometimes so Recognizing merchants needed only a single language, Arabic, and a single Effects delighted by a poem that he sent the currency, the Abbasid dinar, to travel in the empire. Why would a poet 100,000 silver pieces. The splendor To encourage the flow of trade, Muslim money changers set up single language and of Harun’s court took romanticized form banks in cities throughout the empire. Banks offered letters of a single currency be sakks, sakk such an advantage in The Thousand and One Nights. credit, called to merchants. A merchant with a from a to a trader? bank in Baghdad could exchange it for cash at a bank in any other city in the empire. In Europe, sakk was pronounced “check.” Thus, using checks dates back to the Muslim Empire. At one end of the Muslim Empire was the city of Córdoba in al- Andalus. In the tenth century, this city had a population of 200,000; Paris, in contrast, had 38,000. The city attracted poets, philosophers, and scientists. Many non-Muslims adopted Muslim customs, and Córdoba became a dazzling center of Muslim culture. In Córdoba, Damascus, Cairo, and Baghdad, a cultural blending of people ASSESS fueled a period of immense achievements in the arts and the . SECTION 2 ASSESSMENT Have students work in small groups to SECTION2 ASSESSMENT answer the questions and to identify the TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. answers in the text. • caliph • Umayyads • Shi’a • Sunni • Sufi • Abbasids • al-Andalus • Fatimid Formal Assessment USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING • Section Quiz, p. 154 2. Which period of rule do you 3. How did Muslims under the 6. EVALUATING COURSES OF ACTION Do you think think was most effective? rightly guided caliphs treat Muhammad should have appointed a successor? Why or conquered peoples? why not? RETEACH Rulers Period Developments of Rule in Islam 4. Why did the Shi’a oppose the 7. DRAWING CONCLUSIONS What attracted non-Muslims to On the chalkboard write two column Rightly rule of the Umayyads? Islam and ? guided headings: Unifying and Divisive. Then caliphs 5. What tied the Abbasid 8. MAKING INFERENCES What does opposition to the Umayyads caliphate and the independent luxurious life of the Umayyads suggest about what is have students list in the two columns Muslim states together? important to most Muslims? Abbasids factors that helped hold the Muslim 9. WRITING ACTIVITY EMPIRE BUILDING Write a one- Empire together and factors that threat- paragraph summary in which you determine whether or not the Muslim Empire was well run. ened it. (Unifying—Religion, language, trade. Divisive—Rise of smaller states, INTERNET ACTIVITY resentment of larger states.) Use the Internet to find out the of Sunni and Shi’a INTERNET KEYWORD In-Depth Resources: Unit 3 Muslims today in Iran, Iraq, Saudi Arabia, and Syria. Create a pie country studies, Sunni, Shi’a chart showing the results of your research. • Guided Reading, p. 2 272 Chapter 10

ANSWERS

1. caliph, p. 269 • Umayyads, p. 271 • Shi’a, p. 271 • Sunni, p. 271 • Sufi, p. 271 • Abbasids, p. 271 • al-Andalus, p. 271 • Fatimid, p. 272 2. Sample Answer: Rightly guided 4. The Umayyads were not Muhammad’s • state clearly the writer’s opinion about how caliphs—632–661; spread of Islam east descendants. well run the empire was. and west, tolerance of Jews and Christians. 5. religion, language, trade Umayyads—661–750; split between Sunni 6. Possible Answer: yes, to maintain unity and Shi’a, development of Sufi movement. 7. religious teachings, learning and prosperity, Rubric Pie charts should Abbasids—750–1258; shift of capital to status in society • indicate Shi’a majorities in Iran and Iraq. Baghdad, growth of a trade network. 8. Spiritual matters are most important. • indicate Sunni majorities in Saudi Arabia Most effective period—Under the caliphs, 9. Rubric Summaries should and Syria. Islam spread quickly. The Abbasids had a • identify strengths of the empire, such as its • use percentages that add up to 100. prosperous empire. common language and prosperity. • cite sources. 3. They were tolerant of conquered peoples. • identify difficulties in running the empire, such as its size and diversity. 272 Chapter 10 LESSON PLAN 3 Muslim women praying Mosque and minaret OBJECTIVES (tower from which the faithful • Describe society under the Abbasids. are summoned to prayer) Muslim Culture • Identify Muslim accomplishments in art and science. • Describe Muslim attitudes toward MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES philosophy and religion.

CULTURAL INTERACTION Many of the ideas developed • House of • Muslims combined and during this time became the Wisdom FOCUS & MOTIVATE preserved the traditions of many basis of today’s scientific and peoples and also advanced academic disciplines. Ask students, Are cities still centers of learning in a variety of areas. learning? (Yes—They allow people to exchange knowledge. No—Modern The Abbasids governed during a prosperous period of SETTING THE STAGE communication means that isolated Muslim history. Riches flowed into the empire from all over Europe, Asia, and Africa. Rulers could afford to build luxurious cities. They supported the scien- areas can be centers of learning.) tists, mathematicians, and philosophers that those cities attracted. In the special atmosphere created by Islam, the scholars preserved existing knowledge and pro- INSTRUCT duced an enormous body of original learning. Muslim Society Muslim Society TAKING NOTES Over time, the influence of Muslims grew as the empire attracted people from a Clarifying Use a web Critical Thinking diagram to show the variety of lands. The many cultural traditions combined with the Arabic culture to key elements of Muslim • Why do you think religion influenced a create an international flavor. Muslim society had a sophistication matched at that culture. person’s class in Baghdad more than time only by the Tang Empire of China. That cosmopolitan character was most Science other factors? (Possible Answer: evident in urban centers. City Life and Math Religion united the ruling class.) Until the construction of Baghdad, Damascus was the The Rise of Muslim Cities • What makes you think Muslim women leading city. It was also the cultural center of Islamic learning. Other cities grew Muslim Culture up around power centers, such as Córdoba (the Umayyad capital), Cairo (the had more economic and property rights ArtsAt and d Fatimid capital), and Jerusalem. (See the map on page 261.) Cities, which sym- Society Literaturee than in some other cultures? (Possible bolized the strength of the caliphate, were very impressive. Answer: Muhammad’s wife was a The Abbasid capital city, successful businesswoman.) Cities, A.D. 900 Baghdad, impressed all who saw it. Caliph al-Mansur SKILLBUILDER Answer chose the site for his capital Baghdad Comparing more than four times larger Constantinople on the west bank of the Tigris River in 762. Extensive plan- In-Depth Resources: Unit 3 Córdoba ning went into the city’s • Guided Reading, p. 3 (also in Spanish) Rome distinctive circular design, 0 500 1,000 formed by three circular pro- TEST-TAKING RESOURCES Population (in thousands) tective walls. The caliph’s Source: Tertius Chandler and Gerald Fox, palace of marble and stone Test Generator CD-ROM 3,000 Years of Urban Growth. sat in the innermost circle, Strategies for Test Preparation SKILLBUILDER: Interpreting Graphs along with the grand mosque. Comparing How much larger in population was Originally, the main streets Test Practice Transparencies, TT37 Baghdad than Córdoba? between the middle wall and Online Test Practice The Muslim World 273

SECTION 3 PROGRAM RESOURCES

ALL STUDENTS STRUGGLING READERS • Science & Technology, p. 18 In-Depth Resources: Unit 3 In-Depth Resources: Unit 3 • Guided Reading, p. 3 • Guided Reading, p. 3 • History Makers: Al-Razi (Rhazes), p. 16 • Building Vocabulary, p. 4 eEdition CD-ROM Formal Assessment • Reteaching Activity, p. 21 Power Presentations CD-ROM • Section Quiz, p. 155 Reading Study Guide, p. 95 World Art and Cultures Transparencies Reading Study Guide Audio CD • AT21 Egyptian Qur’an ENGLISH LEARNERS • AT22 Interior Dome in Great Mosque of Córdoba GIFTED AND TALENTED STUDENTS In-Depth Resources in Spanish Critical Thinking Transparencies • Guided Reading, p. 74 In-Depth Resources: Unit 3 • CT46 Chapter 10 Visual Summary • Primary Sources: On Mental Discipline, p. 10; Reading Study Guide (Spanish), p. 95 Electronic Library of Primary Sources from The Life of Ibn Sina, p. 11 Reading Study Guide Audio CD (Spanish) • “Men and Women” • Literature: from The Thousand and One Nights, p. 12 classzone.com • Connections Across Time and Cultures, p. 17 Teacher’s Edition 273 CHAPTER 10 • Section 3 the palace were lined with shops. Later, the mar- ketplace moved to a district outside the walls. Baghdad’s population approached one million at its peak. More About . . . Four Social Classes Baghdad’s population, made up of different cultures and social classes, was typ- Muslim Women ical for a large Muslim city in the eighth and ninth centuries. Muslim society was made up of four The shari’a allowed a man to have up to classes. The upper class included those who were four wives if he could treat them justly Muslims at birth. Converts to Islam were in the and fulfill the marriage contract. Most second class. The third class consisted of the “pro- contracts required a man to provide a tected people” and included Christians, Jews, and wife with suitable clothes and a place to Zoroastrians. The lowest class was composed of slaves. Many slaves were prisoners of war, and all live. Some contracts forbade taking were non-Muslim. Slaves most frequently per- other wives. formed work or fought in the military. Electronic Library of Primary Sources Role of Women The Qur’an says, “Men are the • “Men and Women” managers of the affairs of women,” and “Righteous women are therefore obedient.” However, the Qur’an also declares that men and women, as believers, are equal. The shari’a gave Muslim women specific legal rights concerning marriage, family, and property. Thus, Muslim women had more economic and property rights than European, Indian, and Chinese women of the same time period. Nonetheless, Muslim women were still expected to submit to men. When a husband wanted to divorce his wife, all he had to do was repeat three L In a miniature times, “I dismiss thee.” The divorce became final in three months. from Responsibilities of Muslim women varied with the income of their husbands. Persia, women are shown having a The wife of a poor man would often work in the fields with her husband. Wealthier Muslim Scholarship Extends picnic in a garden. women supervised the household and its servants. They had access to education, Gardens were and among them were poets and scholars. Rich or poor, women were responsible Knowledge seen as earthly for the raising of the children. In the early days of Islam, women could also par- representations of ticipate in public life and gain an education. However, over time, Muslim women paradise. Critical Thinking were forced to live increasingly isolated lives. When they did go out in public, they A. Answer distin- • How rigid was the class structure of were expected to be veiled. guish right from Muslim society? (Possible Answer: wrong, way to heaven, friend in Moderately rigid—Non-Muslims could Muslim Scholarship Extends Knowledge desert, society in rise as high as the second class Muslims had several practical reasons for supporting the advancement of science. solitude, compan- Rulers wanted qualified treating their ills. The faithful throughout the ion, guide to happi- through conversion.) ness, sustainer, • Why was losing information more of a empire relied on mathematicians and astronomers to calculate the times for prayer ornament among and the direction of Mecca. However, their attitude also reflected a deep-seated threat 1,200 years ago than it is today? friends, armor curiosity about the world and a quest for truth. Muhammad himself believed against enemies (Print materials were handmade and strongly in the power of learning: rare. Today, technology makes storing Analyzing information easier.) PRIMARY SOURCE Primary Sources • What do the activities in the House of Acquire knowledge. It enableth its possessor to distinguish right from wrong; it lighteth According to Wisdom (page 276) imply about how the way to Heaven; it is our friend in the desert, our society in solitude, our companion Muhammad, what when friendless; it guideth us to happiness; it sustaineth us in misery; it is an ornament are the nine valu- Muslims viewed non-Muslim cultures? amongst friends, and an armour against enemies. able results of (implies curiosity or respect) MUHAMMAD, quoted in The Sayings of Muhammad knowledge? 274 Chapter 10

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Writing a Baghdad Newspaper Advice Column Class Time 45 minutes • the challenges of living in a large city, such as crowding or differences Task Writing and responding to letters requesting advice among cultures Purpose To understand the influence of social class and roles of men and • disagreements between males and females women in Baghdad • new breakthroughs in science, mathematics, art, or architecture Instructions Have each student write a letter to a newspaper advice Collect the letters and distribute them so that each student receives column as if he or she were a teenager living in Baghdad around 900. a letter written by another student. Tell students to write a response to In their letters, students should indicate, directly or indirectly, their gender the letter they received as if they were newspaper advice columnists. and social class. Students may want to seek advice about: Ask students to read their letters and responses to the class. Discuss • conflicts between social classes whether the questions and responses reflect Baghdad’s culture or contemporary culture.

274 Chapter 10 CHAPTER 10 • Section 3

Astronomy Muslim interest in developed from the need to fulfill three Science & Technology of the Five Pillars of Islam—, performing the hajj, and praying toward Mecca. A correct was needed to mark religious periods such as the month of Ramadan and the month of OBJECTIVES the hajj. Studying the skies helped fix the locations of cities so that • Recognize the accomplishments of worshipers could face toward Mecca as they prayed. Extensive knowl- Muslim astronomers. edge of the stars also helped guide Muslim traders to the many trading cities of the ancient world. • Understand how astronomy was connected to religion and commerce

RESEARCH LINKS For more on astronomy, go to classzone.com in the Muslim Empire. INSTRUCT Discuss with students whether the topics that astronomers studied in the Muslim Empire were more applicable to everyday life than are topics studied today. L The device shown here is called an (Possible Answer: Yes, because Muslims . The man standing in needed to know the direction of Mecca the center is aligning the sphere, while the seated man records the observations. so they could face it when praying.) Astronomers calculated the time of day or year by aligning the rings with various stars. This helped Muslims set their religious calendar. M Muslim observatories were great centers More About . . . of learning. This scene depicts astronomers working at the observatory in . They Muslim Technology are using many instruments including an like the one shown on this page. , armillaries, and quadrants M The astrolabe was an early scientific were the basic tools of the observatories instrument. It had a fixed “plate” and in the Muslim world. Muslim astronomers a rotating “rete.” The plate was a map of the sky and the rete simulated the continually tried to improve these instru- daily movement of the earth in relation ments. As a result, measures of planetary to the stars. Using this tool, one could 1. calculate time, celestial events, and Recognizing Effects How did fulfilling motion improved, as did the tables used relative position. For Muslims, the religious duties lead Muslims to astron- to map the stars. Astronomers using astrolabe helped determine where omy and a better understanding of they were in relation to Mecca. the physical world? advanced instruments even roughly See Skillbuilder Handbook, page R6. calculated Earth’s circumference and diameter. 2. Comparing and Contrasting Muslim These pointers on the astronomers developed instruments rete represented different to improve their observations of the stars. At night, observers sky. We do the same thing today. could look at the sky, Research how modern astronomers This is the rete—it position the pointers, and make their observations and compare This is the plate. The rotated over the plate. make their calculations. their methods with early Muslim plate was etched with The rete was mostly astronomers. Write two paragraphs a map of the sky for a cut away so the map on how their methods are similar to certain latitude. beneath was visible. and different from each other. 275

CONNECT TO TODAY: ANSWERS

1. Recognizing Effects 2. Comparing and Contrasting Fulfilling these duties required knowledge of the physical world such Rubric Paragraphs should as the direction of Mecca and a lunar calendar. Astronomers and • list ways that astronomers make observations. mathematicians provided this information. • identify similarities and differences between the methods used today and those used during the Muslim Empire. • refer to the instruments astronomers used then and those they use now.

Teacher’s Edition 275 CHAPTER 10 • Section 3 The Prophet’s emphasis on study and scholarship led to strong support of places of learning by Muslim leaders. After the fall of Rome in A.D. 476, Europe entered a period of upheaval and chaos, an era in which scholarship suffered. The scientific knowledge gained up to that time might have been lost. However, Muslim leaders and scholars preserved and expanded much of that knowledge. Both Umayyads Arts and Sciences Flourish and Abbasids encouraged scholars to collect and translate scientific and philo- sophical texts. In the early 800s, Caliph al-Ma’mun opened in Baghdad a combi- Critical Thinking nation library, academy, and translation center called the . • Can you identify a story you have read There, scholars of different cultures and beliefs worked side by side translating containing a theme that was common texts from Greece, India, Persia, and elsewhere into Arabic. in Muslim literature of this period? (Possible Answer: The Lord of the Rings Art and Sciences Flourish is about bravery.) Scholars at the House of Wisdom included researchers, editors, linguists, and tech- • How did Muslim beliefs affect nical advisers. These scholars developed standards and techniques for research that are a part of the basic methods of today’s research. Some Muslim scholars used the subject matter of ? Greek ideas in fresh new ways. Others created original work of the highest quality. (Muslims discouraged the depiction In these ways, Muslims in the Abbasid lands, especially in Córdoba and Baghdad, of living beings.) set the stage for a later revival of European learning. • What evidence shows cultural blending Muslim Literature Literature had been a strong tradition in Arabia even before in how Muslims studied mathematics? Islam. Bedouin poets, reflecting the spirit of desert life, composed poems celebrating (use of Greek and Indian sources) ideals such as bravery, love, generosity, and hospitality. Those themes continued to In-Depth Resources: Unit 3 appear in poetry written after the rise of Islam. The Qur’an is the standard for all and • Primary Sources: from The Life of poetry. Early Muslim poets sang the praises of the Prophet Ibn Sina, p. 11 and of Islam and, later, of the caliphs and other patrons who • Connections Across Time and Cultures: supported them. During the age of the Abbasid caliphate, lit- Advancing Knowledge and Culture, p. 17 erary tastes expanded to include poems about nature and the • Science & Technology: Water Clocks Advance pleasures of life and love. Mechanical Design, p. 18 Popular literature included The Thousand and One Nights, a collection of fairy tales, parables, and legends. The core of the collection has been linked to India and Persia, Global Impact but peoples of the Muslim Empire added stories and arranged them, beginning around the tenth century. The Thousand and One Nights Muslim Art and Architecture As the Muslim Empire expanded, the Arabs entered regions that had rich artistic The Sindbad stories in this collection are The Thousand and One Nights traditions. Muslims continued these traditions but often likely connected to stories from other The Thousand and One Nights is a adapted them to suit Islamic beliefs and practices. For cultures. The giant cannibals in one tale collection of stories tied together example, since Muslims believed that only Allah can create are like the Cyclops in the Greek epic, using a frame story. The frame story tells of King Shahryar, who marries a life, images of living beings were discouraged. Thus, many the Odyssey. The Sindbad tales may have new wife each day and has her killed artists turned to calligraphy, or the art of beautiful hand- influenced later English-language writers the next. When Scheherezade marries writing. Others expressed themselves through the decora- the king, however, she tells him such as and Jonathan Swift. tive arts, such as woodwork, glass, ceramics, and textiles. fascinating tales for a thousand and In-Depth Resources, Unit 3 one nights, until the king realizes that It is in architecture that the greatest cultural blending of the Muslim world can be seen. To some extent, a building • Literature: from The Thousand and One he loves her. The tradition of using a frame story reflected the culture of people of the area. For example, the Nights, p. 12 dates back to at least 200 B.C., when Great Mosque of Damascus was built on the site of a the ancient Indian of the Christian church. In many ways, the huge dome and Panchatantra were collected. Italian writer Giovanni Boccaccio also set his vaulted ceiling of the mosque blended Byzantine architec- great work, The Decameron, within a ture with Muslim ideas. In Syrian areas, the architecture frame story in 1335. included features that were very Roman, including baths using Roman heating systems. In Córdoba, the Great

AT MCDOUGAL LITTELL 276 Chapter 10 21 Muslim Qur’an from Egypt

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

AT MCDOUGAL LITTELL 22 Great Mosque of Córdoba (dome of the ) Analyzing and Appreciating Muslim Art Class Time 20 minutes people and animals, so Muslim artists are Task Examining different examples of Muslim art not supposed to create images of them.) Purpose To recognize important similarities in • Which of these artworks are symmetrical

(mirror images from side to side or from All rights reserved. Muslim art and understand the reasons for them ork. top to bottom)? (all except the picture of Instructions Show AT21 and AT22 from the © McDougal Littell Inc. The Granger Collection, New Y transparencies book. (Background notes for each the man praying; even the mosque All rights reserved. is symmetrical) ork.

transparency are in the User’s Guide at the back ce, New Y

• What can you conclude about Muslim art anni/Art Resour of that book.) Have students look at the Muslim © McDougal Littell Inc.

art on page 277. Then ask: based on these examples? (Possible Answers: Copyright © Gian Berto V • Why doesn’t the art show people or animals? created by skilled artists; characterized by (Muslims believe that only Allah can create order, symmetry, and use of detail) World Art and Cultures Transparencies 276 Chapter 10 CHAPTER 10 • Section 3

Muslim Art ▼ Calligraphy Muslim art is intricate and colorful but often Calligraphy, or ornamental Analyzing Art does not contain images of living beings. Muslim writing, is important to Muslims leaders feared that people might worship the because it is considered a way images rather than Allah. Thus, Muslim artists to reflect the glory of Allah. In pictorial calligraphy, pictures OBJECTIVES found different ways to express their creativity, are formed using the letters as shown on this page. of the alphabet. This picture • Appreciate the creativity displayed in of a man praying is made up Muslim art. of the words of the Muslim declaration of faith. • Recognize the diversity of artistic forms employed by Muslim artists. INSTRUCT Ask students to note the details that make Muslim art distinctive. (Possible Answers: detailed, often symmetrical; artists highly skilled) ▼ Geometric Patterns Muslim artwork sometimes SKILLBUILDER Answer focuses on strictly geometric patterns. Geometric designs Drawing Conclusions The techniques can be found in everything suggest that Muslim art was creative from to architecture. This mosaic is from the despite rules limiting what could Masjid Mosque in India be depicted. (shown below) and uses intricate patterns radiating World Art and Cultures Transparencies out from the central shape. • AT21 Egyptian Qur’an • AT22 Interior Dome in Great Mosque of Córdoba

Tip for English Learners Ask students to think of other words ending in -esque (statuesque, Romanesque), -graphy (photography, cartography, holography), or -metric (asymmetric, barometric, diametric). From the words listed, help students determine the meanings of each. ▲ (-esque means “in the manner of”; Arabesque decoration is a complex, ornate design. -graphy describes how something is It usually incorporates flowers, leaves, and geometric represented; -metric is related to patterns. These arabesque tiles are from the Jami SKILLBUILDER: Interpreting Visual Sources measurement) Masjid Mosque. Arabesque designs are also found Drawing Conclusions What do these three artistic techniques suggest in Muslim mosaics, textiles, and sculptures. about Muslim art?

The Muslim World 277

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Creating a Brochure About Baghdad Class Time 40 minutes Groups should research the city of Baghdad using their textbooks, library Task Developing a four-page brochure designed to encourage resources, or the Internet. Groups should consider what kinds of people eighth-century scholars and artists to move to Baghdad they hope to attract to the city. For example, skilled astronomers would be Purpose To identify the factors that made Baghdad a center for highly desired because they could calculate the lunar calendar needed for intellectual activity religious rituals. Instructions Divide students into small groups. Each group will create a For visuals, students can draw images, photocopy them from books and four-page brochure by folding a sheet of paper in half. Encourage students magazines, or print them from Web sites. For ideas, students may wish to to think carefully about what information and graphics might best appear find brochures used by cities or states today to attract people. Each group on the front cover, on the two-page spread inside, and on the back cover. should present its brochure to the class and explain its approach.

Teacher’s Edition 277 CHAPTER 10 • Section 3

In-Depth Resources: Unit 3 • History Makers: Al-Razi, p. 16

More About . . .

Muslim Accomplishments A mapmaker named al-Idrisi wrote one of the greatest works of medieval geogra- phy, The Pleasure Excursion of One Who ▲ This interior view Mosque used two levels of arches in a style unknown before. The style was based is Eager to Traverse the Regions of the of the Great Mosque of Córdoba on principles used in earlier . These blended styles appeared in all the World. In it he combined information showed a new lands occupied by the Muslims. from Arabic and Greek geographic works; architectural style. Two tiers of arches Medical Advances Muslim contributions in the sciences were most recognizable in information he gathered on travels in support the ceiling. medicine, mathematics, and astronomy. A Persian scholar named al-Razi (Rhazes, Africa, Europe, and Asia; and observations according to the European pronunciation) was the greatest of the Muslim made by artisans skilled in drawing that world and, more than likely, of world between A.D. 500 and 1500. He he sent on travels. wrote an encyclopedia called the Comprehensive Book that drew on knowledge from Greek, Syrian, Arabic, and Indian sources as well as on his own experience. Al-Razi also wrote Treatise on Smallpox and Measles, which was translated into several lan- guages. He believed patients would recover more quickly if they breathed cleaner air. Math and Science Stretch Horizons Among the ideas that Muslim scholars intro- duced to modern math and science, two especially stand out. They are the reliance on scientific observation and experimentation, and the ability to find mathematical solu- tions to old problems. As for science, Muslims translated and studied Greek texts. But they did not follow the Greek method of solving problems. , Pythagoras, and other Greek thinkers preferred logical reasoning over uncovering facts through observation. Muslim scientists preferred to solve problems by conducting experi- ments in laboratory settings. Muslim scholars believed that mathematics was the basis of all knowledge. Al- Khwarizmi, a mathematician born in Baghdad in the late 700s, studied Indian rather than Greek sources. He wrote a textbook in the 800s explaining “the art of bringing together unknowns to match a known quantity.” He called this technique al-jabr—today called algebra. Philosophy and Religion Many of the advances in mathematics were related to the study of astronomy. Blend Views Muslim observatories charted stars, comets, and . Ibn al-Haytham (Alhazen), a brilliant mathematician, produced a book called that revolutionized ideas Critical Thinking about vision. He showed that people see objects because rays pass from the objects to • Why do you think as-Safa thought the the eyes, not from the eyes to the objects as was commonly believed. His studies about optics were used in developing lenses for telescopes and microscopes. Sufi life was the ideal spiritual life? (It rejected luxury and wealth.) Philosophy and Religion Blend Views • Does the quotation from as-Safa use In addition to scientific works, scholars at the House of Wisdom in Baghdad trans- stereotypes? (Yes—It assigns traits to lated works of Greek philosophers like Aristotle and Plato into Arabic. In the groups. No—Stereotypes are negative.) 1100s, Muslim philosopher Ibn Rushd (also known as Averroës), who lived in 278 Chapter 10

CONNECTIONS TO MATHEMATICS

Muslim Mathematics Class Time 20 minutes Have students look at Web sites on the history of mathematics and identify Task Researching Muslim contributions to mathematics the role of Muslims, particularly in the years before 1250. Ask students to Purpose To appreciate the importance of the contributions of Muslim share what they have learned with the class. Some mathematicians they mathematicians might research include: Instructions Discuss al-Khwarizmi’s “art of bringing together unknowns to • Thabit ibn Qurrah match a known quantity.” Put a simple algebraic equation on the board, • Abu-al-Wafa’ such as 8 x 5 – n = 31 (The unknown, n, equals 9.) Discuss how well his • Khayyam description fits the process used to figure out what n represents. (Possible • Nasir ad- at-Tusi Answer: It’s a fitting description because algebra allows people to use quantities that are known to figure out ones that are unknown.)

278 Chapter 10 Córdoba, was criticized for trying to blend Aristotle’s and CHAPTER 10 • Section 3 Plato’s views with those of Islam. However, Ibn Rushd argued that Greek philosophy and Islam both had the same goal: to find the truth. Ibn Rushd 1126–1198 Moses Ben Maimon (Maimonides), a Jewish physician In-Depth Resources: Unit 3 and philosopher, was born in Córdoba and lived in Egypt. Today Ibn Rushd is considered by Like Ibn Rushd, he faced strong opposition for his ideas, but many to be the most important of • Primary Sources: On Mental Discipline by all Muslim philosophers. Yet his Moses Ben Maimon, p. 10 he came to be recognized as the greatest Jewish philosopher views were so offensive to Islamic in history. Writing during the same time as Ibn Rushd, conservatives that he was once Maimonides produced a book, The Guide for the Perplexed, stoned in the Great Mosque of that blended philosophy, religion, and science. Córdoba. In 1184, the philosopher History Makers began serving as physician to Caliph The “Ideal Man” The values of many cultures were recog- al-Mansur in Marrakech. Under nized by the Muslims. A ninth-century Muslim philosophi- pressure by conservatives, however, Ibn Rushd cal society showed that it recognized the empire’s diverse the caliph accused Ibn Rushd of Ask students, Do you think you are get- nature when it described its “ideal man”: heresy and ordered some of his ting happier as you become better edu- books to be burned. cated? (Possible Answer: Yes—Education PRIMARY SOURCE Fortunately, all of his work was not The ideal and morally perfect man should be of East Persian lost. Ibn Rushd’s writings had a great helps people appreciate the world.) Ibn B. Possible Answer derivation, Arabic in faith, of Iraqi education, a Hebrew in impact on Europe in the The very best parts Rushd believed that happiness varied astuteness, a disciple of Christ in conduct, as pious as a Greek and played a major role in the revival of each culture can with intellectual ability. He thought that , a Greek in the individual sciences, an Indian in the of Christian scholarship. In the 16th combine to pro- interpretation of all mysteries, but lastly and especially a Sufi in century, Italian painter Raphael placed most people had limited ability to reason, duce an outstand- his whole spiritual life. Ibn Rushd among the ancient Greek so they could enjoy only simple pleas- ing one. philosophers in School of Athens. IKHWAN AS-SAFA, quoted in The World of Islam ures. A few people, including many the- ologians, could reason well enough to Drawing Though the unified Muslim state broke up, Muslim cul- RESEARCH LINKS For more on Ibn Conclusions ture continued. Three Muslim empires—the Ottoman, the Rushd, go to classzone.com form sound opinions. Only the very few What is the Safavid, and the Mughal—would emerge that would reflect people who understood philosophy could advantage of blend- ing various tradi- the blended nature of the culture of this time. The knowl- enjoy the highest form of happiness. tions within a edge developed and preserved by the Muslim scholars would be drawn upon by culture? European scholars in the , beginning in the 14th century.

SECTION3 ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. SECTION 3 ASSESSMENT • House of Wisdom • calligraphy Have students work in pairs to answer USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING the questions. As a class, discuss answers 2. Which of these elements most 3. What was the role of women in 6. EVALUATING What do you consider to be the five most to question 2. strengthened the Abbasid Muslim society? significant developments in scholarship and the arts rule? Explain. during the reign of the Abbasids? 4. How did Muslim scholars help Formal Assessment preserve the knowledge of the 7. MAKING INFERENCES What united the scholars of Science • Section Quiz, p. 155 and Math City Life ancient Greeks and Romans? different cultures who worked in the House of Wisdom? 5. What were some of the Muslim 8. SYNTHESIZING What role did cities play in the Muslim Culture contributions in medicine, advancement of Muslim culture? RETEACH mathematics, and astronomy? 9. WRITING ACTIVITY CULTURAL INTERACTION Write a one- ArtsAt and d Society Literaturee paragraph analysis explaining how the primary source Use the Visual Summary to review this quotation on this page reflects the Muslim Empire’s section and chapter. diversity. Critical Thinking Transparencies CONNECT TO TODAY CREATING A POSTER • CT46 Chapter 10 Visual Summary Research to find out how the discoveries of Muslim physician al-Razi have influenced medicine today. Present your findings in a poster.

The Muslim World 279

ANSWERS

1. House of Wisdom, p. 276 • calligraphy, p. 276 2. Sample Answer: City life—Cities were centers 5. Medicine—The benefits of clean air. 9. Rubric Analyses should of learning that produced skilled bureaucrats Mathematics—Algebra. Astronomy—Charts of • state the main idea clearly. and officials needed to run a vast empire. stars, studies on optics that were used in • provide supporting examples. 3. raising children; women had rights relating developing telescope and microscope lenses. • explain the examples’ significance. to marriage, family, and property; wealthier 6. Sample Answer: calligraphy, The Thousand CONNECT TO TODAY women had access to education and One Nights, algebra, Optics, Guide for Rubric Posters should 4. by collecting, translating, and critiquing the Perplexed • list some of al-Razi’s discoveries. ancient texts 7. a love of learning • explain the impact of each discovery. 8. centers of arts and learning that demonstrated • include visuals. Muslim rulers’ wealth and sophistication

Teacher’s Edition 279 CHAPTER 10 ASSESSMENT Chapter 10 Assessment

TERMS & NAMES TERMS & NAMES 17. In which fields of learning did Muslims excel? For each term or name below, briefly explain its connection to 18. How did the art and architecture of the Muslims reflect 1. Allah, p. 264 5. hajj, p. 267 the Muslim world between 600 and 1250. cultural blending? 2. Muhammad, 6. Shi’a, p. 271 1. Allah 5. hajj p. 264 7. Sufi, p. 271 2. Muhammad 6. Shi’a CRITICAL THINKING 3. Islam, p. 265 3. Islam 7. Sufi 8. House of 1. USING YOUR NOTES 4. Hijrah 8. House of Wisdom 4. Hijrah, p. 265 Wisdom, p. 276 In a time line, list the five most important events in the development and expansion of Islam between 570 and 1250.

MAIN IDEAS 550 650 750 850 950 1050 1150 1250 The Rise of Islam Section 1 (pages 263–268) MAIN IDEAS 9. Describe the religious environment into which Answers will vary. Muhammad was born. 10. Why did many people in Mecca reject Muhammad’s ideas 2. SYNTHESIZING 9. Some people worshiped many gods; at first? CULTURAL INTERACTION How did the development of Islam others practiced monotheism. 11. How did early Muslims view and treat Jews and influence the blending of cultures in the region where Europe, Africa, and Asia come together? 10. They feared that Mecca would lose its Christians? 3. position as a pilgrimage center. Islam Expands Section 2 (pages 269–272) MAKING INFERENCES RELIGIOUS AND ETHICAL SYSTEMS In what ways did the religious 12. Why were the “rightly guided” caliphs so successful in duties of Islam affect the everyday lives of Muslims? 11. as “people of the book” who should spreading Islam? be treated with tolerance 13. What were the main reasons for the split between the 4. SUMMARIZING 12. Their armies were well disciplined Sunni and the Shi’a? EMPIRE BUILDING How did the Abbasids keep the affairs of 14. their empire under control? and expertly commanded. Conquered Why did trade flourish under the Abbasids? peoples were attracted by the Muslim Culture Section 3 (pages 273–279) 5. DEVELOPING HISTORICAL PERSPECTIVE 15. How was Muslim society structured? What rebirth of learning might not have taken place in Europe message of Islam. if Muhammad had not encouraged the pursuit of knowledge? 16. What were some of the practical reasons Muslims had for 13. disputes over whether the caliph supporting the advancement of science? needed to be a relative of Muhammad and over the role of spirituality in life 14. The Muslim Empire was linked to The Muslim World other territories by land and sea routes, and Muslims set up banks that ISLAM offered letters of credit that could be used widely. 15. four classes: Muslims at birth; Empire Building Culture Religion converts to Islam; protected people, Four major Muslim build Muslim scholars preserve, blend, • Muhammad receives revelations including Christians, Jews, and empires on parts of three continents. and expand knowledge, especially from Allah. • 661–750: Umayyad caliphate in mathematics, astronomy, • The Five Pillars of Islam are Zoroastrians; slaves architecture, and medical science. • 750–1258: Abbasid caliphate Muslims’ basic religious duties. 16. Rulers wanted qualified physicians • 756–976: Umayyads of • The sources of authority— treating them; the faithful relied on al-Andalus (Spain) the Qur’an and the Sunna— guide daily life. mathematicians and astronomers to • 909–1171: (North Africa, Egypt, Western • Islam divides into several branches, calculate the times and direction of Arabia, and Syria) including Sunni and Shi’a. prayer (toward Mecca). 17. medicine, mathematics, astronomy, art, and literature 18. incorporated styles from 280 Chapter 10 other cultures CRITICAL THINKING Answers will vary. 3. prayers five times a day; specified daily conduct, 1. Possible Answer: 570, birth of Muhammad; 622, dietary laws, social structure the Hijrah to Medina; 630, the conquest of 4. murdered remaining Umayyads, moved capital Mecca; 632–661, expansion under the first four to Baghdad, developed strong bureaucracy, caliphs; 750, Abbasids come to power; 762, fostered trade Abbasids move capital to Baghdad; early 800s, 5. The European Renaissance might never have House of Wisdom opened; 1100s, Ibn Rushd taken place. contributes to Muslim philosophy 2. Islam tolerated other cultures and religions and adopted many of their customs and ideas; interest in scholarship encouraged the blending of cultures and ideas.

280 Chapter 10 CHAPTER 10 ASSESSMENT

Use the quotation and your knowledge of world history to Use the chart and your knowledge of world history to answer questions 1 and 2. answer question 3. Additional Test Practice, pp. S1–S33 Muslim Population, 1990s STANDARDS-BASED ASSESSMENT One should read histories, study biographies and the Country Population % of Total Population experiences of nations. By doing this, it will be as though, 2,275,000 70.0 in his short life space, he lived contemporaneously with Argentina 370,000 1.1 1. The correct answer is letter B. Studying peoples of the past, was on intimate terms with them, and Brazil 500,000 0.3 history, according to al-Latif, is like knew the good and the bad among them. . . . You should living on intimate terms with people of model your conduct on that of the early Muslims. Bulgaria 1,200,000 13.0 Therefore, read the biography of the Prophet, study his Canada 350,000 1.3 the past. Letter A is not correct; al-Latif deeds and concerns, follow in his footsteps, and try your France 3,500,000 6.1 does not say that history repeats itself. utmost to imitate him. 1,700,000 2.1 Letter C is not correct; al-Latif does not ABD AL-LATIF in A History of the Arab Peoples Guyana 130,000 13.0 expressly say that studying history is a Spain 300,000 0.8 good intellectual exercise. Letter D is 1. Why does al-Latif advocate studying history? Surinam 150,000 30.0 not correct; al-Latif does not say that A. because history repeats itself United Kingdom 1,500,000 2.7 studying history is required of Muslims. B. because history provides insight into the lives of past peoples United States 6,000,000 2.4 2. The correct answer is letter C. C. because studying history is a good intellectual exercise Source: The Cambridge Illustrated History of the Islamic World Al-Latif believes that Muslims should D. because studying history is required of all Muslims try to imitate the Prophet. Letter A is 2. Why does he want people to study the life of Muhammad? 3. Which nations have a population of Muslims that is similar to not correct; al-Latif emphasizes that of the United States in terms of percentage? A. because Muhammad is a great historical figure Muhammad’s deeds and concerns, A. Canada and France B. because Muslim law requires it TEST PRACTICE Online test practice includes: not his greatness in history. Letter B B. Germany and Argentina C. to learn to be like the Prophet • Diagnostic tests • Strategies is not correct; al-Latif does not claim D. to learn about cultural blending C.•UnitedTutorials Kingdom and France• Additional practice D. Germany and United Kingdom that Muslims are required to study the life of Muhammad. Letter D is not correct; al-Latif does not mention

TEST PRACTICE Go to classzone.com cultural blending. • Diagnostic tests • Strategies 3. The correct answer is letter D. The • Tutorials • Additional practice percentage of Muslims in the United States is 2.4, in Germany, 2.1, and in the United Kingdom, 2.7. Letter A is not correct; the percentage in Canada ALTERNATIVE ASSESSMENT is 1.3 and in France, 6.1. Letter B is 1. Interact with History In this chapter, you learned that a culture blooms by spreading Creating a Multimedia Presentation not correct because the percentage ideas through trade, war and conquest, and through scholarly Use the Internet, books, and other reference sources to in Argentina is 1.1. Letter C is not create a multimedia presentation on the rise, growth, and exchange. With a partner, make a list of at least five ways to correct because the percentage in spread an idea in today’s world—ways that were not available to culture of Islam. Write brief summaries on each topic. Use Muslims in A.D. 600–1250. maps, pictures, and quotations to accompany your text and France is 6.1. illustrate and enhance your presentation. Be sure to include 2. WRITING ABOUT HISTORY information on the following: Imagine that you are a newspaper reporter investigating the • the life of Muhammad newly opened House of Wisdom. Write a brief newspaper Formal Assessment • a time line of major events in the development of Islam article about the new center in Baghdad and the work being • Chapter Test, Forms A, B, and C, pp. 156–167 undertaken there. In the article, be sure to • the key beliefs and practices of Islam • describe the center and the scholars who work there. • the impact of the Muslim Empire on other cultures Test Generator • include quotations from the scholars. • the impact of Muslim learning in science and the arts • Form A in Spanish • summarize some of the center’s accomplishments and goals.

The Muslim World 281

ALTERNATIVE ASSESSMENT 1. Ideas today spread through use of the 2. Rubric Newspaper articles should Rubric Multimedia presentations should telephone, computers and the Internet, • report on the newly opened House • provide information on the rise and growth television and film, and print media. of Wisdom. of Islam. • discuss the center’s goals. • discuss the importance of Muhammad. • use precise details to convey a sense • reveal the key beliefs and practices of Islam. of immediacy. • include quotations from the scholars. • detail the impact of Muslim culture on other cultures.

Teacher’s Edition 281 WORLD RELIGIONS AND ETHICAL SYSTEMS A Global View A GLOBAL VIEW Religion is defined as an organized system of beliefs, ceremonies, practices, and worship that centers on one or more gods. As many chapters in this book explain, Teaching Strategies religion has had a significant impact on world history. Throughout the centuries, religion has guided the beliefs and actions of millions around the globe. It has A Global View presents an overview brought people together. But it has also torn them apart. of the world’s five major religions and Religion continues to be a dominant force throughout the world, affecting an ethical system. As seen in a contem- everything from what people wear to how they behave. There are thousands of porary context, religion continues to religions in the world. The following pages concentrate on five major religions and be an enduring and vital part of our on , an ethical system. They examine some of the characteristics and modern world. For historical information rituals that make these religions and systems similar as well as unique. They also present some of each religion’s and denominations. related to each religion and system, see the Chapter Connection references throughout. These pages may be usefully presented at the beginning of a course to give students a sense of the contemporary practice of the religions and systems before they study their historical develop- ment. Or the pages for each may be pre- sented as it is introduced in the text. World Religions and Ethical Systems can also be presented as a contemporary overview after Islam, the last major faith to develop, is treated (Chapter 10). ’s Religious Affiliations To students who wonder why Confucianism is distinguished from World Population: 6.2 billion* the “five major religions,” you might 0.2% Judaism explain that because of its strong empha- 6% sis on providing guidance for personal behavior, Confucianism is considered by 13% many to be an ethical system rather than Hinduism 33% a religion. Christianity 13% Nonreligious

The Study of Religions 14% Other 20% Islam Encourage students to examine each religion on its own terms and not to judge it by the standards of other reli- gions. You might explain to students that *Estimated 2002 Figure Sources: World Almanac 2003; this approach may involve trying to deal World Christian Encyclopedia(2001) in a non-biased fashion with concepts that run counter to their own beliefs. 282

RECOMMENDED RESOURCES

Books Videos and Software Bowker, John. World Religions: The Great Faiths Explored and Beliefs and Believers. RMI Media Productions, 1992. 800-745-5480. Explained. New York: DK Publishing, 1997. An amply illustrated overview Twenty-four one-hour videos dealing with myth, doctrine, ritual, and ethics of world religions, including ancient and native religions. in world religions. Clarke, Peter B., ed. The World’s Religions: Understanding the Living Faith and Belief: Five Major World Religions. Knowledge Unlimited, Faiths. Pleasantville: Reader’s Digest, 1993. Religions from historical and 1992. 800-356-2303. Origins and beliefs of Hinduism, Buddhism, Judaism, contemporary perspectives. Christianity, and Islam. Osborne, Mary . One World, Many Religions: The Ways We Religions of the World. CD-ROM. SVE & Churchill Media. 800-829-1900. Worship. New York: Random House, 1996. A discussion of world religions, Explores the diverse beliefs and practices of four of the world’s major with bibliography. religions: Islam, Hinduism, Judaism, and Buddhism.

282 World Religions WORLD RELIGIONS AND ETHICAL SYSTEMS

Religious Affiliation You may wish to stress to your students that the percentages presented here are based on estimates of the of people affiliated with the religions. The percentages are derived from official figures, which may contain some inaccuracies because of flawed sampling methods and the political agendas of the reporting countries. The figures do, however, give a reasonable picture of the religious beliefs of the world’s people, based on the best data available.

“Nonreligious” In certain countries, such as Communist China and those that belong to the Commonwealth of Independent States, the governments are or have been officially anti-religious. As a result, the official counting of religious and nonreli- gious citizens may be biased in favor of the nonreligious, in an effort to demonstrate popular support for the government policy. In addition, social pressures against reli- gious observance in such countries often lead people to hide their true beliefs. Thus, the category “Nonreligious” should be regarded skeptically in some cases. Religious Affiliations

■ Christian ■ Jewish ■ Muslim ■ Other ■ Hindu ■ Nonreligious ■ Buddhist *Communist China is officially atheist (disbelieving in the of God). Unofficially, the Chinese practice a number of religions and ethical systems, including Daoism, Confucianism, and a variety of folk religions.

World Religions and Ethical Systems 283

CONNECTIONS TO MATHEMATICS

Creating Graphs Class Time 45 minutes draw a sample graph on the board to demonstrate. Encourage students to Task Creating bar graphs showing religious affiliations in different areas plot the graphs manually on graph paper, or by one of the many available of the world computer-graphing programs. Purpose To present and compare information presented in different After student pairs have created their bar graphs, have them compare the visual formats pie charts with the bar graphs. Ask students, which format allows them to Instructions Have student pairs work together to create bar graphs compare religious affiliations within a country or region more easily? Which showing the data presented in the pie charts on these pages. Tell them allows them to compare religious affiliations throughout the world more that the vertical axis of each graph should display percentages from 0% to easily? Challenge students to describe what they think are the strong 100%, and the bars should represent the major religions. You may want to points of each format.

Teacher’s Edition 283 WORLD RELIGIONS AND ETHICAL SYSTEMS Buddhism BUDDHISM Buddhism has influenced Asian religion, society, and culture for over 2,500 years. Today, most Buddhists live in Sri Lanka, East and Worship Practices , and . Buddhism consists of several different

sects. A religious is a group within a religion that distinguishes itself by L The most common form of Buddhist one or more unique beliefs. Ritual worship is meditation (deep thought or Women in Rangoon, Myanmar, Buddhists are united in their belief in the Buddha’s teachings, known as the sweep the ground so that reflection) before sacred images of the dharma. Because the Buddha is said to have “set in motion the wheel of the can avoid stepping on and killing Buddha. Believers may meditate before dharma” during his first sermon, his teaching is often symbolized by a wheel, any insects. Many Buddhists shrines in their homes or in temples. as shown above. The Buddha taught that the key to happiness was detachment believe in rebirth, the idea that from all worldly goods and desires. This was achieved by following the Noble living beings, after death, are They may offer gifts of , flowers, or reborn and continue to exist. Eightfold Path, or the Middle Way, a life between earthly desires and extreme candles out of respect for or worship of Buddhists believe that all living forms of self-denial. the Buddha. (Some Buddhists consider beings possess the potential for spiritual growth—and the the Buddha a god, though he himself possibility of rebirth as humans. did not.) Both in temples and at home, RESEARCH LINKS For more on worshipers burn incense and light Buddhism, go to classzone.com candles before images of the Buddha. The light of the candles recalls the light of Buddha‘s wisdom.

M Leadership Those who dedicate their entire life to the Ritual teachings of the Buddha are known as Buddhist monks and nuns. In many Buddhist One of the most important symbols in sects, monks are expected to lead a life of Buddhist ritual and art is the lotus flower, poverty, meditation, and study. Here, which has acquired deep religious mean- Buddhist monks file past shrines in . To learn humility, monks must beg for food ing over the centuries. The lotus flower and money. takes root in mud but blossoms on the surface of tranquil water. Through the lotus, Buddhists are reminded that the spiritual life of a believer can blossom in enlightenment even though it is rooted in the impurity of the world and the heart. References to the lotus occur in early Buddhist scriptures. As a result of the long tradition about the lotus, worshipers L Worship Practices often offer lotus flowers at shrines and Statues of the Buddha, such as this one in China, temples. Festival days, such as the appear in shrines throughout Asia. Buddhists strive to Buddha’s birthday, provide special occa- follow the Buddha’s teachings through meditation, a form of religious contemplation. They also make sions for offering the lotus. offerings at shrines, temples, and .

284

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Creating a Glossary of Key Words Class Time 30 minutes Key Word Meaning Description Task Creating a chart to show the meaning of key words dharma Buddha’s teachings Buddha taught that the key Purpose To understand Buddhism better to happiness was detachment Instructions Have students create a chart in which they define key words from worldly desires that describe Buddhist beliefs and practices. Tell them to list each word and its meaning and to describe its importance to Buddhism briefly. An rebirth The idea that living Rebirth allows people the example is at right. beings, after death, possibility for spiritual Encourage students to create similar charts for each religion and ethical are reborn growth system presented in this section. meditation A form of religious Buddhists use meditation to contemplation help them follow the Buddha’s teachings 284 World Religions WORLD RELIGIONS AND Learn More About Buddhism ETHICAL SYSTEMS

Major Buddhist Sects Sects Theravada Mahayana Buddhists are united in their respect for the Buddha and in their search for nirvana (enlightenment and liberation Buddhism from suffering). But various groups understand the Buddha’s message in somewhat different ways. Theravada Buddhism is marked by an Mantrayana effort to stay as close as possible to The Three Cardinal Faults the Buddha’s recorded teachings. The Theravada ideal is the arhat, a saint who reaches nirvana alone. The arhat’s pursuit of nirvana is carried out in a , This image depicts what Buddhists consider the away from the world. three cardinal faults of Mahayana Buddhism is more accepting humanity: greed (the pig); hatred (the snake); and of change and of the world. It considers delusion (the rooster). reaching nirvana as an effort of all believ- ers working together. The Mahayana ideal is the bodhisattva, a human who delays personal nirvana and returns to the world by rebirth to help others attain nirvana.

Dhammapada Leadership There are significant religious and social One of the most well-known differences in the leadership styles of Buddhist scriptures is the Theravada and Mahayana Buddhism. Dhammapada, or Verses of Righteousness. The book is a collection of Theravada Buddhists try to follow the sayings on Buddhist practices. In this verse, Buddha’s own ideas on what an ideal Buddhists are instructed to avoid envying society should be like. In his view, the others: Let him not despise what he has king, the monks, and the laity (ordinary received, nor should he live envying the people) had important responsibilities gains of others. The disciple who envies to one another. For example, monks the gains of others does not attain concentration. guided the spiritual development and Dhammapada 365 schooling of the community as well as gave advice and resolved conflict. Laypeople, in return, had to provide sup- Chapter Connection For a more in-depth examination of Buddhism, port to the monks in the form of money see pages 68–71 of Chapter 3, and page 193 of and food. Chapter 7. Mahayana Buddhists tend to downplay Buddhism as a social force and concen- World Religions and Ethical Systems 285 trate more on its spiritual features. DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Analyzing a Primary Source Class Time 30 minutes A Buddhist follower should be happy with his or her own belongings and Task Expressing the ideas of Buddhist scripture in everyday language not be jealous of what others have. The follower who is jealous of others Purpose To understand a primary source better will not be able to meditate and achieve happiness. Instructions Have students get together with a partner and read the Have students discuss the ideas expressed in the excerpt with their excerpt from the Dhammapada. Ask them to rewrite the excerpt in their partner. Have they ever envied another’s belongings? How did envying that own words. Explain that the pronouns him and he in the excerpt refer person make them feel? (Students will probably say that they felt to a Buddhist follower. The excerpt might be rewritten as follows: dissatisfied and unhappy.) How does the excerpt support what they learned about the Buddhist belief in the key to happiness? (The Buddha taught that the key to happiness was to let go of possessions.)

Teacher’s Edition 285 WORLD RELIGIONS AND ETHICAL SYSTEMS Christianity CHRISTIANITY Christianity is the largest religion in the world, with about 2 billion followers. It is based on the life and teachings of Jesus Christ. Most Ritual Christians are members of one of three major groups: Roman Catholic, Protestant, or Eastern Orthodox. Christianity teaches the existence of only The Christian calendar contains important one God. Christians regard Jesus as the son of God. They believe that Jesus entered days (sometimes called feast days or the world and died to save humanity from sin. The cross shown above, a symbol of holy days) that give a religious dimension the crucifixion of Jesus Christ, represents Jesus’ love for humanity by dying for its to the year and recall important events sins. Christians believe that they reach salvation by following the teachings of in Christian history. In many traditions, Jesus Christ. the most important of these days are

Christmas, , and Pentecost RESEARCH LINKS For more on (marking the descent of the Holy Spirit Christianity, go to classzone.com to inspire Jesus’ closest followers, called the Apostles). Many Christians also Ritual L observe religious seasons. For example, Each year, hundreds of thousands of Advent and Lent are seasons of reflection Christians from all over the world visit the Basilica of Guadalupe in northern and self-denial. City. The church is considered the holiest in Mexico. It is near the site where the Virgin Mary, the mother of Jesus Christ, is said to have appeared twice in 1531. Out of deep Worship Practices respect for Mary, some pilgrims approach the holy cathedral on their knees. Holy Communion is perhaps the most important rite of worship in Christianity. This rite recalls Jesus’ actions and words during his Last Supper with his disciples, when he identified bread and wine with his body and blood. Christian denominations differ in their

ideas about the meaning of Communion. L Worship Practices In Eastern Orthodoxy, Roman Catholi- Worshiping as a group is an cism, and some Protestant denomina- important part of Christian life. Most tions, the rite of Communion is viewed as Protestant services include praying, singing, and a sermon. Some an actual reenactment of Christ’s sacrifice services include and of his life for the human race. The bread communion, in which bread and and wine are sanctified to become wine are consumed in remembrance of Jesus’ death. Christ’s actual body and blood. Communion celebrates the last Many Protestants, however, look upon meal Jesus took with his disciples, Communion as symbols of Christ’s body as illustrated here in the Last Supper by Leonardo da Vinci. and blood. Protestants differ in their beliefs about the nature of the bread and wine.

286

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Last Supper by Leonardo da Vinci Class Time 45 minutes • How does the artist make Jesus the focus of his painting? (He places Task Analyzing a work of art Jesus in the center.) Purpose To deepen understanding of the relationship between art • What does Jesus tell his disciples? (One of them is about to betray him.) and religion • Which one of the disciples will betray Jesus? Which figure represents him Instructions Tell students that the painting on this page, Last Supper, in the painting? (Judas Iscariot; He is placed just to Christ’s right clutch- shows Jesus with his 12 disciples. In the painting, Jesus has just made an ing a money bag.) announcement and the disciples are reacting to it. Challenge students to • What action does this representation foreshadow? (It foreshadows the use the Internet and other research tools to learn more about the painting actual betrayal, when Judas points out Christ to the men who have come and its meaning. Have students answer the following questions: to arrest him.) World Art and Cultures Transparencies •AT36Last Supper 286 World Religions WORLD RELIGIONS AND Learn More About Christianity ETHICAL SYSTEMS

Major Christian Sects Sects Eastern Orthodox Roman Catholic There are many more Protestant groups Christianity that could have been mentioned on this page. Others include Congregationalist churches, the United Church of Christ, AME** Protestant* Baptist the Mennonites, the , the Lutheran Methodist Seventh Day Adventists, the Christian Scientists, the Jehovah’s Witnesses, and Episcopal Pentecostal more. Each of the Christian sects has its Mormon Church of God own teachings, history, and organization. Presbyterian Some Christians look sadly on the *In the United States alone, there are 30 Protestant denominations with over 400,000 members in each. divisions in their religion, since such **African Methodist Episcopal divisions contradict Jesus’ wish “that they [Jesus’ followers] may all be one.” More Fish Symbol recently, there has been a tendency to The fish is an early symbol accept diversity in organizations such of Christianity. There are as the National Council of Churches, L Leadership many theories about the In some Christian churches, the person who origin of the symbol, but for example. performs services in the local church is known some Christians believe as a priest. Shown here is a priest of the that it derives from the fact Ethiopian Orthodox Church. These priests, like that Jesus called his the ministers and clergy in other Christian disciples, or followers, Leadership sects, conduct worship services and preside “fishers of men.” over marriages and funerals. Monks and nuns In most Christian churches, a group of also provide leadership and guidance in the The Bible clergy looks after the spiritual welfare of Christian church. believers. They preside at worship serv- ices, baptize people, perform marriages, and preside at funerals. The Bible is the most sacred book of the Christian religion. It is divided into two major Leaders of local Orthodox, Roman parts: the Old Testament, which focuses on Catholic, and Anglican churches are Jewish history, and the New Testament, which called priests. In many Protestant groups, describes the teachings of Jesus Christ. The following verse from the New Testament leaders of local churches are called minis- reveals the fundamental teaching of Jesus: ters. A minister’s calling and education “Men, what must I do to be saved?” And give him or her the right to preside at they said, “Believe in the Lord Jesus, and you will be saved, you and your household.” worship. Nonetheless, Protestants tend to Acts 16:30–31 stress the equality of Christians, so the differences in the roles of the clergy and the people are less important than in Chapter Connection other Christian groups. In fact, some For more about Christianity, see pages 166–170 of Chapter 6. To learn about the Protestant and Protestants—like the Quakers—usually Catholic Reformations, see sections 3 and 4 of have no ministers. Chapter 17.

World Religions and Ethical Systems 287

CONNECTIONS ACROSS TIME AND CULTURES

Modern Christian Class Time 45 minutes Besides religion, missionaries also impacted various cultures through edu- Task Researching the work of modern Christian missionaries cation and Western ways of living. Some of these impacts were positive; Purpose To understand modern connections to traditional some were not. religious practices Have small groups of students research to learn about the work of modern Instructions Tell students that over the centuries, Christians have con- Christian missionaries. What are some of the modern missionaries’ goals? verted people throughout the world. Motivation for Christians’ What methods do they use to obtain their goals? Do you agree or disagree work came from Jesus himself, who asked his followers to carry the faith with the missionaries’ approaches? Ask students to name some Christian to the whole world. missionaries of the 20th and 21st centuries. (Albert Schweitzer; Mother Teresa; priests and nuns working in foreign countries)

Teacher’s Edition 287 WORLD RELIGIONS AND ETHICAL SYSTEMS Hinduism HINDUISM Hinduism, one of the world’s oldest surviving religions, is the major religion of India. It also has followers in , as well as in parts of Africa, Ritual Europe, and the Western Hemisphere. Hinduism is a collection of religious beliefs that developed over thousands of years. Hindus worship several gods, Hindus worship in both temples and at which represent different forms of Brahman. Brahman is the most divine spirit in the home—as individuals and families, not Hindu religion. Hinduism, like Buddhism, stresses that persons reach true enlightenment as congregations. A temple normally and happiness only after they free themselves from their earthly desires. Followers of contains a principal shrine dedicated to Hinduism achieve this goal through worship, the attainment of knowledge, and a lifetime an important god or goddess. of virtuous acts. The sound “Om,” or “Aum,” shown above, is the most sacred syllable for Hindus. It often is used in prayers. A temple usually contains numerous other shrines, each devoted to a particu- lar god. Individuals devoted to particular RESEARCH LINKS For more on Hinduism, go to classzone.com divinities perform their worship at those gods’ altars. Hindus do not feel that they are worshiping the images of the gods; they believe that the gods themselves M Ritual inhabit the images. Temples are also the Each year, thousands of Hindus make a pilgrimage to India’s Ganges River. The scene of annual festivals celebrating Ganges is considered a sacred site in the Hindu religion. Most Hindus come to high points in the lives of the gods. bathe in the water, an act they believe will cleanse and purify them. The sick and disabled come in the belief that the holy water might cure their ailments. At home, worship or puja takes place around a family shrine. The shrine is ded- icated to a god or goddess that is part of the family tradition.

Leadership Spiritual leadership in the Hindu commu- nity is the responsibility of the Brahmin class. Because of good works performed in previous lives, Brahmins have earned a karma that entitles them to be born in the highest social class, or caste. Brahmins take on the roles of priests, philosophers, artists, and teachers in Hindu society. They are responsible for performing sacrifices in temples and for the care of the shrines of the gods. Some of the priestly sacrifices can be traced back 3,000 years.

288

COOPERATIVE LEARNING

Water Symbolism in Religion Class Time 30 minutes Christianity Hinduism Task Comparing the role and symbolism of water in different religions Role of Water used in baptism and water of the Ganges Purpose To learn about religious symbols cleansing rituals River used for ritual Instructions Tell students that water plays an important role in many bathing religions. For example, water is essential to the Christian rite of baptism. Point out that water also has a symbolic meaning in many religions. Symbolic symbolizes the symbolizes a cleansing Divide students into groups of three or four and have them do research Meaning washing away of sin act; Hindus believe the about the role and symbolic meaning of water in Christianity and and a birth into a water will purify and Hinduism. Have them organize their findings in a chart like the one new life cure them shown here.

288 World Religions WORLD RELIGIONS AND Learn More About Hinduism ETHICAL SYSTEMS

Major Hindu Sects Sects Shaktism Reform Hinduism Followers of Shaktism worship the supreme goddess of Hinduism, Shakti (“energy” or “force”). She may take on Hinduism merciful aspects—such as Lakshmi, the partner of Vishnu—or destructive forms, Vaishnavites Shaivites such as Kali the Destroyer. Hindus who follow Vaishnavism pay Three Main Gods special devotion to Vishnu the Preserver. Followers of Shaivism are devoted to the This statue represents worship of Shiva the Destroyer. They seek Brahma, creator of the to rid their souls of earthly bonds to universe. Brahma, Vishnu, attain “the nature of Shiva.” and Shiva are the three main gods of Hinduism. Vishnu is Reform Hinduism arose in the 19th cen- L Leadership the preserver of the universe, tury as a response to contact with Islam Gurus, or spiritual teachers, play a major role in spreading while Shiva is its destroyer. Hindu beliefs. These holy men are believed to have had the and the West. Reformers advocated strict gods’ words revealed to them. Brahmin priests, like the one monotheism, denounced statues and the shown here, are also religious leaders. They take care of the caste system, and supported rights for divine images in the temples and read from the sacred books. women and Western forms of education.

Celebration Rig Veda Another joyous Hindu festival is Diwali, which marks the beginning of the Hindu new year. When it gets dark, believers light many small lamps. The lights serve The Vedas are the oldest Hindu to frighten away demons and welcome scriptures—and they are older than the sacred writings of any other back the god Rama, who, tradition says, major religion. The following is a was driven out of his kingdom. verse from the Rig Veda, the oldest of the four Vedas: A celebration focused more on the family He who gives liberally goes is the ceremony of the sacred thread. It is straight to the gods; on the a coming-of-age ceremony for boys in the high ridge of heaven he stands exalted. three highest of the five castes. Some- L Celebration Rig Veda 1.125.5 times, it is celebrated the day before a Each spring, Hindus in India celebrate the festival boy marries. The boy’s father drapes a of Holi. Originally a harvest festival, Holi also sacred thread over his son’s left shoulder symbolizes the triumph of good over evil. The and under his right arm. From that festival recalls the story of Prince Prahlada, who Chapter Connection faced death rather than cease worshiping Vishnu. For a closer look at the origins and beliefs of moment on, the boy will wear the thread During this joyous celebration, people dance in the Hinduism, see pages 66–67 of Chapter 3, and as a symbol that he is “twice born,” hav- streets and shower each other with colored powder pages 193–194 of Chapter 7. ing been born first into the world and and dyed water. World Religions and Ethical Systems 289 then into the religious life.

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Clarifying Hindu Terms Class Time 20 minutes Term Meaning Task Distinguishing among similar Hindu terms Brahma one of the three main Hindu gods; Brahma is Purpose To clarify the meaning of religious terms the creator of the universe Instructions Students may be confused by the similar Hindu terms Brahman the most divine spirit in the Hindu religion; Brahma, Brahman, and Brahmin. Point out that the terms all have their root in the word brahma, meaning “prayer.” Hindu gods represent different forms of To help students distinguish among the terms, ask them to list the words Brahman and their meanings in a chart like the one here. Encourage students to Brahmin the highest Hindu social class; Brahmins refer to the chart as they read the pages on Hinduism. often serve as priests and religious leaders

Teacher’s Edition 289 WORLD RELIGIONS AND ETHICAL SYSTEMS Islam ISLAM Islam is a religion based on the teachings of the prophet Muhammad. Followers of Islam, known as Muslims, believe that God revealed these teachings to Ritual Muhammad through the angel Gabriel. Muslims are concentrated from southwest to central Asia and parts of Africa. Islam also has many followers in Muslims may eat all except those Southeast Asia. Sunni Muslims believe that their leaders should follow Muhammad’s , or specifically forbidden, by the example. Shi’a Muslims believe that their leaders should be Muhammad’s descendants. Qur’an. Foods that are haram include Islam teaches the existence of only one God, called Allah in the Arabic language. pork, blood, and the meat of animals Muslims believe in all prophets of Judaism and Christianity. They show their devotion by found dead, animals of prey, and animals performing lifelong acts of worship known as the Five Pillars of Islam. These include faith, slaughtered in the name of any god but prayer, almsgiving (charity), fasting, and a pilgrimage to Mecca. The crescent moon (shown above) has become a familiar symbol for Islam. It may be related to the new moon Allah. When slaughtering meat, a Muslim that begins each month in the Islamic lunar calendar, which orders religious life for butcher pronounces the name of Allah. Muslims. The five points of the star may represent the Five Pillars of Islam. This tradition arose to recognize God’s generosity and his work as the Creator, and meat so blessed is said to be . RESEARCH LINKS For more on Islam, go Since both Jews and Christians worship to classzone.com the same God as Muslims, many Muslims M Ritual believe Islamic law allows them to eat At least once in their lifetime, all Muslims who are physically and meat slaughtered by Jews or Christians. financially able go on hajj, or pilgrimage, to the holy city of Mecca in Saudi Arabia. There, pilgrims perform several rites, or acts of worship. One rite, shown here, is walking seven times around the Ka’aba—the house of worship that Muslims face in prayer. Celebration The end of Ramadan fasting is celebrated by a major Islamic holiday called Id al-Fitr. The celebration begins with a worship service that may be held in a mosque or a public place. Later, the site of the celebration moves to the home. There, many festive foods that were not eaten during Ramadan, includ- ing sweets, are shared with family mem- bers and friends. The other great Islamic religious holiday, called Eid al-Adha, takes place in the last month of the . Eid al-Adha commemorates the faithful- ness of the prophet Abraham, who was willing to sacrifice his own son to obey God’s command.

290

CONNECTIONS TO SCIENCE

The Muslim Calendar Class Time 30 minutes Have pairs of students apply Muslim calendar dates to U.S. Task Applying the Muslim calendar to U.S. dates holidays. Pairs will need this year’s to answer the Purpose To understand the differences between the Gregorian and the following questions: Muslim calendar • On what day would New Year’s Day be celebrated according to the Instructions Tell students that unlike the Gregorian, or used Muslim calendar? (December 21) in the West, the Muslim calendar is lunar—that is, based on the phases of • On what day would the Fourth of July be celebrated? (June 23) the moon. The lunar year is about 11 days shorter than the solar year. As a Have students discuss what would happen if U.S. holidays moved through result, Muslim dates move backward 11 days each year to correspond with the seasons. How might celebrations of a holiday like the Fourth of July be the dates of the Gregorian calendar. Thus, during a period of 32.5 solar different in different seasons? years, a Muslim date moves through all four seasons.

290 World Religions WORLD RELIGIONS AND Learn More About Islam ETHICAL SYSTEMS

Major Islamic Sects

Sunni Sects The split between Sunni and Shi’a Muslims arose from a dispute over who Islam should succeed Muhammad as political leader of the Muslim community. Two theories emerged as to who should lead Muslims. The Sunni sect believed that any Shi’a religious leader who had demonstrated a deep understanding of Muslim tradition L Celebration Prayer Rug During the sacred month known as Ramadan, Muslims fast, or had earned the right to leadership. In abstain from food and drink, from dawn to sunset. The family Muslims often pray by kneeling on a rug. The design contrast, the Shi’a sect believed that only of the rug includes a pointed or arch-shaped shown here is ending their fast. The most important night of those directly related to the Prophet Ramadan is called the Night of Power. This is believed to be the pattern. The rug must be placed so that the arch night the angel Gabriel first spoke to Muhammad. points toward Mecca. through Ali, Muhammad’s son-in-law, could legitimately rule. Today, the Shi’a tradition is concentrated mainly in Iran and Iraq, while predominates in the rest of the Islamic world.

Worship Practices

The Qur’an A basic part of formal Islamic worship is called , a ritual prayer. In areas that have a large enough Muslim population, the salah takes place in a mosque. The Qur’an, the sacred book of Muslims, consists of verses grouped Instead of containing chairs or pews, into 114 chapters, or suras. The book the worship space in a mosque is a large, is the spiritual guide on matters of often carpeted area that faces toward the Muslim faith. It also contains teach- ings for Muslim daily life. In the Ka’aba in Mecca. following verse, Muslims are Muslim men and boys are required to instructed to appreciate the world’s participate in congregational worship on physical and spiritual riches: Do you not see that God has Friday at noon. Because of household subjected to your use all things duties, women and girls are exempt from in the and on earth, this responsibility. Near the beginning of and has made His bounties flow a formal worship service, Muslims raise L Worship Practices to you in exceeding measure, both seen and unseen? Five times a day Muslims throughout the world face Mecca their hands up to their ears and declare, and pray to Allah. Pictured here are Muslims praying at a Qur’an, sura 31:20 “Allahu ” (“Allah is greatest”). mosque in . There are no priests or other clergy in Islam. However, a At each stage of the ceremony, wor- Muslim community leader known as the conducts Chapter Connection shipers stand, bow, and touch their the prayers in a mosque. Islam also has a scholar class For a closer look at Islam, including the rise and foreheads to the ground twice. Verses called the ulama, which includes religious teachers. spread of Islam and Muslim culture, see Chapter 10. from the Qur’an are read and prayers are said in Arabic. World Religions and Ethical Systems 291

DIFFERENTIATING INSTRUCTION: STRUGGLING READERS

Paraphrasing a Primary Source Class Time 30 minutes Phrase Paraphrase Task Rephrasing and explaining a primary source all things in the heavens and everything the physical and Purpose To improve student understanding of the primary source on earth spiritual world has to offer Instructions Students may have difficulty understanding the long, and has made His bounties flow and has given all of this to you one-sentence excerpt from the Qur’an. Tell students that it may help to to you break the sentence up into several phrases and to restate their meaning. in exceeding measure generously For example, “Do you not see that God has subjected to your use . . .” both seen and unseen in ways that you can both see could be rewritten as “Don’t you see that God has given you . . .” and feel spiritually Divide students into groups of three or four. Assign each group part of the primary source excerpt and ask them to paraphrase it. When groups are Finally, invite students to put the phrases together and paraphrase the finished, combine their work into a chart like the one here. entire excerpt. Teacher’s Edition 291 WORLD RELIGIONS AND ETHICAL SYSTEMS Judaism JUDAISM Judaism is the religion of the more than 14 million Jews throughout the world. Judaism was the first major religion to teach the Worship Practices existence of only one god. The basic laws and teachings of Judaism come from the Torah, the first five books of the Hebrew Bible. A synagogue (often temple in the Reform Judaism teaches that a person serves God by studying the Torah and living by and Conservative traditions) is usually its teachings. Orthodox Jews obey the Torah without question. Conservative and built so that the congregation faces Reform Jews interpret the Torah to make its teachings relevant to today’s world. toward Jerusalem during worship. An ark, The Star of David (shown above), also called the Shield of David, is the

Ritual or cabinet, at the front of the synagogue universal symbol of Judaism. The emblem refers to King David, who ruled the Major events in a Jew’s life are kingdom of Israel from about 1000–962 B.C. contains the scroll of the Torah, the most marked by special rites and sacred books of the Hebrew Bible. A ceremonies. When Jewish children lamp called the eternal light hangs before reach the age of 13, for example, RESEARCH LINKS For more on Judaism, they enter the adult religious go to classzone.com the ark, symbolizing the eternal presence community. The event is marked in of God. A rabbi (“teacher”) leads prayers the synagogue with a ceremony and reads passages of the Hebrew Bible called a bar mitzvah for a boy and a bat mitzvah for a girl, shown here. or Torah during the service. He or she also delivers the sermon. During worship, the rabbi is assisted by a cantor (or musi- cal leader) who chants prayers.

Ritual Some Jews follow strict dietary laws based on passages from the Hebrew Bible. These laws have established what is kosher, or acceptable, for Jews to eat. Kosher laws forbid the eating of animals considered unclean. These animals include pigs and shellfish. The preparation of food is a significant part of kosher law. Animals must be killed in a certain way—a single cut across the neck made with a knife absent of nicks. This is intended to kill the animal as quickly and painlessly as possible. Worship Practices The synagogue is the Jewish house of worship and the center of Jewish Before the meat is cooked, it must be community life. Services in the synagogue are usually conducted by a rabbi, the drained of its blood. congregation’s spiritual leader. Many Jews make the pilgrimage to the Western Additional kosher laws determine every- Wall, shown here. The sacred structure, built in the second century B.C., formed the western wall of the courtyard of the Second Temple of Jerusalem. The thing from the preparation of food to Romans destroyed the temple in A.D.70. what foods may not be eaten together.

292

DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS

Using an Outline to Take Notes I. Introduction Class Time 30 minutes A. Torah Task Creating an outline to organize difficult information 1. first five books of Hebrew Bible Purpose To use an outline to record information on Judaism 2. contain basic laws and teachings of Judaism Instructions Some students may have trouble keeping track of the II. Ritual information presented on these pages. Have these students use an outline A. Bar and Bat Mitzvah to record the information. Tell them to organize their outline using the paragraphs and headings on these pages: Introduction, Ritual, Worship III. Worship Practices Practices, Celebration. Under each heading, students should record the A. synagogue paragraph’s main ideas and details. A partial example is at right. IV. Celebration A. Purim 292 World Religions WORLD RELIGIONS AND Learn More About Judaism ETHICAL SYSTEMS

Major Jewish Sects

Reform Orthodox Sects In the 19th century, Jews divided into three groups. The divisions were based Judaism on how closely believers followed the traditions recorded in the Torah and in commentaries on the Torah (the Talmud). In Orthodox Judaism, believers follow Conservative traditional dietary (kosher) laws. During worship, Orthodox Jews pray in Yarmulke Hebrew—with men and women sitting apart. Orthodox men always cover their Out of respect for God, heads out of respect for God. Married Jewish men are not supposed to leave their women cover their heads with hats, head uncovered. Therefore, scarves, or wigs. many Orthodox and Conservative Jews wear a Reform Judaism arose from efforts to skullcap known as a adapt Judaism to life in the West. yarmulke, or kippah. Reform Jews have changed some traditional practices. The Torah Conservative Judaism represents an Celebration attempt to strike a balance between Jews celebrate a number of holidays that honor their history Orthodox and Reform Judaism. as well as their God. Pictured here are Jews celebrating the holiday of Purim. Purim is a festival honoring the survival of During a synagogue service, the Torah scroll is Conservatives balance tradition with the the Jews who, in the fifth century B.C., were marked for death lifted, while the congregation declares: “This is needs of modern practitioners. by their Persian rulers. the Law which Moses set before the children of Jews celebrate Purim by sending food and gifts. They also Israel.” The following verse from the Torah dress in costumes and hold carnivals and dances. makes clear Moses’ law regarding belief in one God: Celebration Hear O Israel: the Lord our God, the Lord is One. The Jewish year is marked by a series Deuteronomy 6:4 of holy days that remind Jews of their beliefs, history, and traditions. Rosh Hashanah is a one- or two-day festival that marks the beginning of the new year in the Jewish calendar. Passover, or Pesach, lasts for seven or eight days and recalls the departure of the Jews from Egypt, where they had been enslaved. Chapter Connection For a historical examination of Judaism, as well as the development of the Kingdom of Israel, see pages 193–194 of Chapter 3.

World Religions and Ethical Systems 293

COOPERATIVE LEARNING

Jewish History Class Time 45 minutes • biographies—similar to the History Makers found in this book—of Task Learning about events and people in Jewish history important figures, including David and Solomon Purpose To increase understanding of a religion’s heritage • newspaper reports of events, written as if students were witnessing Instructions Divide students into groups of three or four and have them the incidents use the Internet and other research tools to learn about important events • a Web page with links to biographies, articles, and visuals in Jewish history. Suggest that students present their findings using the Have student groups share their findings with the class. You might following methods: encourage interested students to create similar presentations of the other • a time line of important events and people religions discussed in this section. • pictures—original artwork or photocopies of reproductions—illustrating the events

Teacher’s Edition 293 WORLD RELIGIONS AND ETHICAL SYSTEMS Confucianism CONFUCIANISM With no clergy and with no gods to worship, Confucianism is not a religion in the traditional sense. Rather, it is an ethical system that Celebration provides direction for personal behavior and good government. However, this ancient philosophy guides the actions and beliefs of millions of Respect for Confucius has not been lim- Chinese and other peoples of the East. Thus, many view it as a religion. ited to Asians. Jesuit missionaries who Confucianism is a way of life based on the teachings of the Chinese scholar arrived in China in the late 1500s came Confucius. It stresses social and civic responsibility. Over the centuries, however, to believe that many of Confucius’ teach- Confucianism has greatly influenced people’s spiritual beliefs as well. While East ings were in accord with Christianity. Asians declare themselves to follow any one of a number of religions, many also Some missionaries even wrestled with claim to be Confucian. The yin and yang symbol shown above represents opposite forces in the world working together. It symbolizes the social order and harmony the question of whether Chinese converts that Confucianism stresses. to Christianity could continue to partici- pate in Confucian ancestor worship. The missionaries admired Confucius RESEARCH LINKS For more on so much that they wrote letters home Confucianism, go to classzone.com which provided materials for books M about Confucius. Celebration While scholars remain uncertain of Confucius’s date of birth, people throughout Some Jesuits compared Confucius to East Asia celebrate it on September 28. In Taiwan, it is an official holiday, known Aristotle (whom they called the as Teachers’ Day. The holiday also pays to teachers. Confucius himself was a teacher, and he believed that education was an important part of a Philosopher) by calling him the fulfilled life. Here, dancers take part in a ceremony honoring Confucius. Philosopher of the Chinese. His high moral standards and humanistic view of the world reminded them of the ideas of the Greek philosopher and the humanis- tic ideals of the Renaissance.

Leadership

Confucius was born about 551 B.C.in northeastern China. His impoverished mother instilled a love of learning in him, and he eventually became a suc- cessful teacher. One way Confucius tried to spread his ethical views in China was by holding government office. China’s leaders, how- ever, found his honesty and frankness to be impractical, even dangerous. Despite his political setbacks, Confucius’s reputation as a man of conscience and thought attracted many followers. Since then, his ideas have influenced millions. 294

AT MCDOUGAL LITTELL 60 Sorting of Cocoons CONNECTIONS ACROSS THE CURRICULUM: ART

Confucian Influence on Art Class Time 30 minutes • How would you describe the mood of the painting? Task Identifying Confucian ideals in a work of art (Possible Answers: calm, tranquil, harmonious) Purpose To understand the influence of • What elements in the painting help convey this Confucianism better mood? (Possible Answers: soft colors, the expressions

Instructions Tell students that many traditional Chinese on the figures’ faces, the flowing river) All rights reserved. • How does the painting present family life? (Possible paintings reflect Confucius’s ideals of harmony and seren- © McDougal Littell Inc. ity, both in human interaction and in nature. These works Answers: as serene, harmonious, with children watch- stress the calm order of the universe. Pair students and ing parents work) Bibliothèque Municipale, Poitiers, France/Giraudon/Art Resource, New York. have them study World Art and Cultures Transparency • What does the painting suggest about the ideal World Art and Cultures AT60 (Sorting of Cocoons). Challenge students to answer relationship between people and nature? (Possible Transparency AT60 the following questions about the painting: Answer: People should live in harmony with nature.) 294 World Religions WORLD RELIGIONS AND Learn More About Confucianism ETHICAL SYSTEMS

The Five Relationships

Leadership M Confucius believed society should be organized Confucius’s Golden Rule Confucius was born at a around five basic relationships between the time of crisis and violence following: Several religious thinkers and in China. He hoped his philosophers have formulated rules ideas and teachings would restore the order of earlier of conduct similar to Confucius’s Golden times to his society. But 1 ruler subject Rule. Well known to the Christian world although he was active in father son is Jesus’ statement in the Gospel of , he never had 2 enough political power to Matthew: “In everything, do to others 3 husband wife put his ideas into practice. what you would have them do to you.” Nonetheless, his ideas 4 older brother younger brother The rule may be framed positively would become the (Jesus’ “Do to others . . .”) or negatively foundation of Chinese 5 friend friend thought for more than (Confucius’s “Do not do unto others . . .”). 2,000 years. The moral content of the rule, however, Confucius’s Golden Rule remains essentially the same. It urges “Do not do unto others us to see other people as similar to what you would not want ourselves—a moral breakthrough in the others to do unto you.” ancient world.

The Analects Ritual Confucius’s ethics emphasized earthly rather than heavenly matters. Neverthe- The earliest and most less, Confucius approved of the rituals authentic record of of traditional Chinese religion. These Confucius’s ideas was included sacrifices to the gods and collected by his students. Around 400 to ancestors. B.C., they compiled While he did not express precise teach- Confucius’s thoughts in a book called the ings about the supernatural, Confucius Analects. In the did believe in a heavenly force for good. following selection from He taught that the first requirement for the Analects, Confucius (the Master) advises living a fully human life was respect for people to avoid judging others: the will of heaven. He is quoted as hav- The Master said: “Don’t worry if people ing said, “Heaven appointed me to teach don’t recognize your merits; worry that you may not recognize theirs.” my doctrines.” A phrase often quoted Analects 1.16 from his writings is “He who offends against heaven has no one to whom he L Ritual can pray.” A key aspect of Confucianism is filial piety, the respect Chapter Connection children owe their parents. Traditionally, filial piety meant For a closer look at the life and teachings of complete obedience to one’s parents during their lifetime. Confucius, see pages 104–105 of Chapter 4. It also required the performance of certain rituals after their death. In this 12th-century Chinese painting, a sage instructs a pupil on the virtue of filial piety. World Religions and Ethical Systems 295

DIFFERENTIATING INSTRUCTION: GIFTED AND TALENTED STUDENTS

Researching Daoism Class Time 45 minutes Founder Laozi Task Learning about another Chinese philosophy Philosophical Book Dao De Jing Purpose To expand knowledge and understanding of Symbol yin and yang Chinese philosophies Basic Beliefs • Nature is more important than the Instructions Have students research to learn about Daoism, another social order. Chinese philosophy that many people, particularly in Asia, consider to be a religion. Point out that, like Confucianism, Daoism has a great influence on • People should live a simple life close Chinese society, art, and literature. Have students record their findings in a to nature. chart, like the one shown here. • A universal force, called the Dao, guides After students have filled in their charts, have them compare Daoism all things. with Confucianism. Ask them how are the two philosophies similar? How do they differ? Teacher’s Edition 295 WORLD RELIGIONS AND ETHICAL SYSTEMS A Comparison Teaching Strategies The chart summarizes information con- Buddhism Christianity Hinduism Islam Judaism Confucianism cerning the five world religions and Confucianism presented in the World Religions and Ethical Systems feature of the Pupil’s Edition. Presented in an acces- Followers 362 million 2 billion 820 million 1.2 billion 14.5 million 6.3 million sible format, it provides essential infor- Worldwide (estimated mation that can be supplemented by 2001 figures) information in the textbook, by further reading, or by your knowledge or that of Name of The Buddha God Three main gods: God (Allah) God (Yahweh) Confucius (viewed your students. Deity did not teach a Brahma, Vishnu, by many as a god) personal deity. Shiva Stress that the digest of beliefs and values presented in the comparison Founder The Buddha Jesus Christ No one founder Muhammad Abraham Confucius chart is just a starting point and that each belief system can be the subject of Holy Book No one book— Bible No one book—sacred Qur’an Hebrew Bible, the Analects, in-depth research and study. sacred texts, texts, including the including the Torah the Five Classics One important source for religious including the Vedas, the Puranas Dhammapada teachings is the holy book(s) of each faith. These books are listed in the Leadership Buddhist monks Priests, ministers, Guru, holy man, No clergy but a Rabbis No clergy chart, and they represent each religion’s and nuns monks, and nuns Brahmin priest scholar class called deepest expression of its teachings. the ulama and the imam, who may Stress that all these texts are to be lead prayers treated with respect and that truly appreciating them may involve going Basic Beliefs • Persons achieve • There is only one • The soul never • Persons achieve • There is only one • Social order, beyond the views and opinions of one’s complete peace God, who watches dies, but is contin- salvation by God, who watches harmony, and and happiness over and cares for ually reborn. following the Five over and cares for good government own culture. (nirvana) by his people. Pillars of Islam his people. should be based • Persons achieve eliminating their and living a just on strong family • Jesus Christ was happiness and • God loves and attachment to life. These pillars relationships. the son of God. enlightenment protects his worldly things. are: faith; prayer; He died to save after they free people, but also • Respect for par- almsgiving, or • Nirvana is reached humanity from themselves from holds people ents and elders charity to the by following the sin. His death their earthly accountable for is important to poor; fasting, Noble Eightfold and desires. their sins and a well-ordered which Muslims Path: made eternal shortcomings. society. • Freedom from perform during Right views; life possible earthly desires Ramadan; • Persons serve • Education is Right resolve; for others. comes from a life- pilgrimage to God by studying important both to Right speech; time of worship, Mecca. the Torah and the welfare of the Right conduct; knowledge, and living by its individual and Right livelihood; virtuous acts. teachings. to society. Right effort; Right mindfulness; Right concentration.

296

ANSWERS MAIN IDEAS 1. by detaching one’s self from all worldly 5. sacred site—Hindus believe that it has 10. congregation’s spiritual leader; conducts goods and desires—achieved by following the healing powers services in the synagogue Noble Eightfold Path, or the Middle Way 6. Brahma, Vishnu, and Shiva 11. ruler and subject, father and son, 2. Buddhists believe that all living beings pos- 7. the Night of Power, because it is believed to husband and wife, older brother and younger sess the potential for spiritual growth and the be the night the angel Gabriel first spoke to brother, friend and friend possibility of rebirth as humans. Muhammad 12. It requires complete obedience to parents 3. Christians believe Christ to be the Son of 8. faith, prayer, almsgiving, fasting, and pilgrim- during their lifetime and the performance of God. They also believe that he died to save age to Mecca rituals after their death. humanity from sin, and that humans reach 9. sacred because it is all that remains of the salvation by following Christ’s teachings. Second Temple of Jerusalem, destroyed 4. They hope to reach salvation. around A.D.70 296 World Religions