Chapter 6: the World of Islam, 600-1500

Unit 2 Resources

SSUGGESTEDUGGESTED PPACINGACING CCHARTHART UnitU - chart 2 head Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Unit 2 (1blue day) (6 days) (4 days) (7 days) (6 days) (6 days) (4 days) (1 day) DayU - chart 1 head redDay 1 Day 1 Day 1 Day 1 Day 1 Day 1 Day 1 Introductionw/ p4 Chapter 6 Chapter 7 Chapter 7 Chapter 9 Chapter 10 Chapter 11 Wrap-Up/ U - chart text Intro, Intro, Intro, Intro, Intro, Intro, Projects U - chart head redSection 1 Section 1 Section 1 Section 1 Section 1 Section 1 Unit 2 U - chart text Day 2 Day 2 Day 2 Day 2 Day 2 Day 2 Assessment Section 2 Section 2 Section 2 Section 2 Section 2 Section 2 Day 3 Day 3 Day 3 Day 3 Day 3 Day 3 Section 3 Section 3 Section 3 Section 3 Section 3 Section 3 Day 4 Day 4 Day 4 Day 4 Day 4 Day 4 Section 4 Chapter 7 Section 4 Section 4 Section 4 Chapter 11 Day 5 Review/ Day 5 Day 5 Day 5 Review/ Chapter 6 Assessment Section 5 Chapter 9 Chapter 10 Assessment Review Day 6 Review Review Day 6 Chapter 8 Day 6 Day 6 Chapter 6 Review Chapter 9 Chapter 10 Assessment Day 7 Assessment Assessment Chapter 8 Assessment

Use the following tools to easily assess student learning in a variety of ways: www.tx.wh.glencoe.com • Performance Assessment Activities • www.tx.wh.glencoe.com and Rubrics • Interactive Tutor Self-Assessment • Chapter Tests CD-ROM • Section Quizzes • MindJogger Videoquiz • Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM • SAT I/II Test Practice

www.tx.wh.glencoe.com TEACHING TRANSPARENCIES • www.tx.wh.glencoe.com Glencoe World History Unit Time Line Transparency 2 Cause-and-Effect Transparency 2

Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. Visit the Glencoe World History Web site for history overviews, UNIT TIME LINE TRANSPARENCY 2 CAUSE-AND-EFFECT TRANSPARENCY 1 activities, assessments, and updated charts and graphs. Global Chronology, 400–1500 Flowering of Civilizations: Causes and Effects

Forms and • www.socialstudies.glencoe.com 1215 Politics King Political Stability Concepts of 527 John of Justinian 638 1095 England Government becomes Arabs The signs the Flowering of Byzantine conquer Crusades Magna emperor Jerusalem begin Carta Civilization Glencoe Social Studies Development of Religious and Religion and Philosophical 400 500 700 900 1100 1300 1500 Philosophy Movements Science Visit the Glencoe Web site for social studies activities, 410 622 850 1000 1271 1348 1453 and Culture Visigoths Muhammad Arabs Chinese Marco Polo Black Gutenberg sack flees perfect the invent begins Death prints the Scientific Rome Makkah astrolabe gunpowder travels to strikes Bible Trade and (Islamic China Europe Expansion Theories and Year 1) Inventions updates, and links to other sites.

Interest in Arts Classical Styles of and Sciences Art, Architecture, • www.teachingtoday.glencoe.com and Literature Glencoe Teaching Today Visit the new Glencoe Web site for teacher development information, teaching tips, Web resources, and educational news. • www.time.com TIME Online Visit the TIME Web site for up-to-date news and special reports.

184A Unit 2 Resources

ASSESSMENT INTERDISCIPLINARY ACTIVITIES

Unit 2 Tests ExamView® Pro World Literature Economics and History Forms A and B Testmaker CD-ROM Reading 2 Activity 2

Name Date Class Name ______Date ______Class ______

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ World Literature Reading 2 Economics and History Activity 2

✔ Unit 2 Test, Form A Score The Growth of Cities The Thousand and One Nights is a collection of stories linked by a single frame tale. King Shahrayar marries a different woman each night and puts her One of the key factors that contributed to trade route stretched from Venice, Italy to what to death the next morning. To delay her death, one wife, Princess Shahrazad the growth of cities was the development of is now Beijing, China. The Silk Road passed (sometimes spelled Scheherazade), tells the king a story each night but with- DIRECTIONS: Matching Match each item in Column A with the items in Column B. more advanced farming tools and techniques. through ports on the Mediterranean Sea and holds the ending until the following day. The tales continue for a thousand These tools and techniques enabled fewer along roads throughout Europe, the Middle Write the correct letters in the blanks. (4 points each) and one nights, a total of almost three years. By that time, King Shahrayar has farmers to grow greater amounts of food, thus East, and Asia. The Silk Road was used for Column A Column B fallen in love with Princess Shahrazad and decides not to have her killed. freeing other people to pursue different travel and trade as early as 200 B.C. However, careers. Once large cities had begun to grow, the collapse of the Roman Empire and China’s 1. journey of Muhammad and his followers to Madinah A. Axum The Thousand and One Nights is based on the Hazar Afsanah, an ancient Persian collection of stories likely written by many different people. The book there were also other significant factors that Han dynasty led to a decline in trade along the contributed to the success and development of Silk Road. 2. emerged as an independent trading state that combined B. vassalage was translated into Arabic around 850 B.C. and renamed The Thousand and Arab and African cultures cities. In the 1300s, the Silk Road again became a C. Hopewell One Nights. One such factor was “international” trade, a major trading route, habituated by traders in 3. elected as Ghengis Khan D. Temujin practice whereby people began to exchange camel convoys and on ships. The average goods with other groups or cities that were Egyptian who wanted to (and could afford to) 4. the heart of feudalism GUIDED READING As you read “The Story of the Merchant and the Demon” and “The E. Mesoamerica Fisherman and the Jinnee,” think about what lesson each story teaches. outside of their own societal or cultural purchase tea from China did not actually 5. created the first French parliament F. Inquisition groups. International trade brought about travel the Silk Road in order to acquire the tea. changes in local economies. Businesses now Instead, that Egyptian would buy the tea from 6. attempted to reconcile Aristotle’s teachings with the G. Aztecs had the additional task of competing with a trading company, which was comprised of doctrines of Christianity businesses that were outside the local econ- many individual traders, each of whom was H. Hijrah B 7. court created by the Church to find and try heretics omy. Businesses also began to have additional responsible for a different segment of the Silk I. Phillip IV sources of revenue—the income or goods they Road. As the demand for foreign products 8. peoples of the Ohio River valley, who extended their culture earned through trading with people who lived increased throughout Europe, North Africa, along the Mississippi River J. Saint Thomas from The Thousand and One Nights outside their own societal or cultural groups. and Asia, trading along the Silk Road also Aquinas Businesses that produced products that were increased, and the trading companies pros- 9. established their capital at Tenochtitlán, on an island in the “The Story of the Merchant sat by the spring, pulled out from the in great demand from foreign markets could pered. middle of Lake Texacoco saddlebag some loaves of bread and a succeed even when their local economies faced and the Demon” The Banking System As international trade 10. areas of Mexico and Central America that were civilized handful of dates, and began to eat, throw- hard times. ing the date pits right and left until he had continued to flourish, banking firms also before the Spaniards arrived The Silk Road One important trade route that expanded. Bank-like operations had been had enough. Then he got up, performed t is said, O wise and happy King, that existed long ago was the Silk Road. This major around since the Middle Ages, when people Ionce there was a prosperous merchant his ablutions, and performed his prayers. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence who had abundant wealth and investments But hardly had he finished when he saw or answers each question. Write the letter of the item in the blank to the left of the and commitments in every country. He had an old demon, with sword in hand, stand- sentence. (4 points each) many women and children and kept many ing with his feet on the ground and his KAZAKHSTAN China– servants and slaves. One day, having head in the clouds. The demon approached 11. It was through the Muslim world that Europeans RUSSIA MONGOLIA tea, silk, resolved to visit another country, he took until he stood before him and screamed, Ur mqi porcelain A. were able to obtain products from China and Egypt. provisions, filling his saddlebag with loaves saying, “Get up, so that I may kill you with B. recovered the works of Aristotle and other Greek philosophers. of bread and with dates, mounted his this sword, just as you have killed my son.” Dunhuang Yumen C. developed an appreciation for painting and sculpture. When the merchant saw and heard the horse, and set out on his journey. For many TURKEY D. discovered the lost libraries of Alexandria and Persia. days and nights, he journeyed under God’s demon, he was terrified and awestricken. Lanzhou

care until he reached his destination. When He asked, “Master, for what crime do you Egypt– Xi’an Copyright © by The McGraw-Hill Companies, Inc. CHINA 12. Many African societies were matrilineal, meaning he finished his business, he turned back to wish to kill me?” grain IRAQ AFGHANISTAN IRAN A. marriage meant a woman was no longer part of her birth family. his home and family. He journeyed for The demon replied, “I wish to kill you INDIA because you have killed my son.” PAKISTAN Southeast Asia B. women were the leaders of the society, not the men. three days, and on the fourth day, chancing EGYPT Iraq– to come to an orchard, went in to avoid The merchant asked, “Who has killed linens, dates, and India–

Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by the heat and shade himself from the sun your son?” D. women were the spiritual leaders of the society. textiles spices of the open country. He came to a spring The demon replied, “You have killed my 13. Followers of Theravada see Buddhism as under a walnut tree and, tying his horse, son.” A. a way of life, not a religion that is centered on individual salvation. (id) B. a sect of Hinduism, and therefore not a true religion. Gl W ld Hi t 5 EidHit C. a religion, not a philosophy. D. a collection of many gods, with Buddha as the chief god.

APPLICATION AND ENRICHMENT GEOGRAPHIC LITERACY

Charting and Graphing NGS Focus on Building Geography Activity 2 Geography Literacy Skills for Life

Name Date Class

Graphing Acti Charting and vity 2

Diversity of Rulers

Directions: Rulers of kingdoms and dynasties in Africa and Asia possessed many powers that they used in a variety of ways. The chart below identifies several of these leaders and their dynasties. Complete the chart by adding a description of the nature of each leader’s rule.

African and Asian Rulers Rulers Dynasty or Kingdom Nature of Rule

Mansa Musa Kingdom of Mali

Sunni Ali Sunni Dynasty

Harun al-Rashid Abbasid Dynasty

Sui Yangdi Sui Dynasty

Tang Xuanzang Tang Dynasty

BIBLIOGRAPHY Additional Glencoe Resources for this Unit: Readings for the Student Newman, Paul B. Daily Life in the Glencoe Skillbuilder Interactive Workbook Middle Ages. McFarland and Riley, Judith Merkle. In Pursuit of CD-ROM, Level 2 Company, 2001. Examines diet, cook- the Green Lion. Publishing Mills, ing, housing, building, clothing, Glencoe World History Primary Source Document 1991. A fictional story that takes place hygiene, games and other pastimes, Library during the Crusades. and fighting and healing in medieval World Art Prints Sutcliff, Rosemary. The Shining times. World Biography: People in History Company. Sunburst, 1992. A fictional Armstrong, Karen. Islam: A Short Outline Map Resource Book account of the Saxons in seventh- History. Modern Library, 2000. century Britain. World Desk Map Examines Islamic history. World Art and Architecture Transparencies Gordon, Matthew S. Islam. Facts on File, 1991. The history, religious prac- Multimedia Resources World Music: Cultural Traditions tices, and political influence of Islamic CD-ROM. Culture 3.0: The World Music: A Cultural Legacy sects. Contextual Guide to Western Glencoe World Literature Library Readings for the Teacher Civilization. Cultural Resources, 30 Reading in the Content Area Iroquois Road, Cranford, NJ 07016, Teaching Strategies for the World History Class- Fernandez-Armesto, Felipe. 908–709–1574. A resource guide room (Including Block Scheduling Pacing Guides) Civilizations: Culture, Ambition, to 3,800 years of Western civilization and the Transformation of Nature. containing a multitude of visuals. Inclusion for the High School Social Studies Free Press, 2001. An exploration of Classroom Strategies and Activities world civilizations and their nature. 184B Introducing UNIT 2

Out of Time? If time does not permit teaching each New Patterns chapter in this unit, you may use the Reading Essentials and Study Guide summaries. You may also wish to have students read the World Reli- of Civilization gions feature that begins on page 214, and discuss it in class. 400–1500 Unit Objectives After studying this unit, students should be able to: 1. identify how Arab, African, and Asian empires spread; 2. compare medieval Europe The with previous civilizations; 3. describe feudalism, the eriod in Perspective authority of the Roman Catholic Church, and the By the beginning of the first millennium A.D., the great impact of the Crusades; states of the ancient world were mostly in decline. On the 4. summarize the development ruins of these ancient empires, new patterns of civilization of civilizations in the Americas. began to take shape. Some of these new societies built upon elements of earlier civilizations, even as they moved The Period in Perspective in unique directions. Discuss with students the ways in which At the same time, between 400 and 1500, new civiliza- trade acted as a means of exchange for tions were beginning to appear in a number of other parts knowledge and culture, as well as for of the world—Japan, Southeast Asia, Africa, and the goods. Emphasize that trade greatly Americas. Like earlier states, most of these civilizations enriched the lives and cultures of the civi- obtained much of their wealth from farming. More lizations that students will study in this striking, however, is that these societies were being unit. Conclude by guiding students in a increasingly linked through trade. discussion of the importance of trade, both import and export trade, to their Primary Sources Library ᮡ Mayan sculpture own lives. See pages 992–993 for primary source readings to accompany Unit 2. Use The World History Primary Source Document Library CD-ROM to find additional primary sources about New Patterns of Civilization. ᮣ Ruins at Chichén Itzá Use these materials to enrich student understanding of new patterns of civilizatons. 184 NGS PICTURESHOW™ CD-ROM TEAM TEACHING ACTIVITY Egypt and the Fertile Crescent Mathematics Islamic civilization made many contributions to the field of mathematics, including NGS PICTUREPACK the use of Arabic numerals, the concept of zero, and the expansion and improvement of algebra. TRANSPARENCY SETS To help students appreciate the Islamic innovations in mathematics, have them add the following Africa Roman numerals without writing down their Arabic equivalents: CXLVIII + LXXXII + CCXXXVII. (467) South America You may need to review Roman numerals with students. (M = 1,000; C = 100; L = 50; X = 10; V = 5) Then have students add these Arabic numbers: 342 + 79 + 175. (596) Have students make similar comparisons with multiplication and division. Discuss the results. Ask students to give other examples of mathematical discoveries that occurred at different periods in history and ELL 184 describe the changes produced by these discoveries. WH: 2A, 23A–B Introducing UNIT 2

“Let there be dawn in the sky and on the earth.” CD-ROM World History —Mayan myth Primary Source Document Library CD-ROM

Use the World History Primary Source Document Library CD-ROM to access primary source documents related to new patterns of civilization and the early Middle Ages.

More About the Photo

Between A.D. 900 and 1200, Chichén Itzá was the center of political, military, and religious power in the Yucatán. The observatory was dedicated to the study of the movements of planets and stars. The tower, which was built on two rectan- gular platforms, is about 13 m high, and the observatory itself is about 22.5 m high.

History and the Humanities

World Art and Architecture Transparencies • 10 Gold Pendant Mask • 12 Theodora and Attendants • 13 Cover of the Lindau Gospels • 14 Ukrainian Easter Eggs • 15 Angkor Wat • 18 Great Mosque of Djenne • 19 Buddha •20Court of the Lions, The Alhambra SERVICE-LEARNING PROJECT • 21 Mihrab • 31 Mola Stitchery Throughout history, religious groups have sought to remedy society’s ills. One problem that they • 33 Quilled Buckskin Robe have addressed is the disparity between the rich and the poor. They have felt it is the responsibility • 44 Bedouin Woman’s of those who have more to provide for those who are less fortunate. Modern society still faces this Headpiece problem. Have students research a religious or secular charitable organization or social service agency in your community and find out how it helps those who are less fortunate. It may provide World Music: Cultural meals, clothing, temporary shelter, job training, or employment referrals. Ask volunteers to spend Traditions, Lessons one hour a week assisting their chosen agency. L1 ELL WH: 2A, 14C, 19A–B 1, 2, 5, 6, 7, 8, 9 Refer to Building Bridges: Connecting Classroom and Community through Service in Social Studies from the National Council for the Social Studies for information about service-learning. 185 Social Studies TAKS tested at Grades 10/11: Obj 2: WH23A(10,11)

TEACH Introduction This feature focuses on the contributions of Hindu and Arab mathematicians to Western civilization. To impress upon stu- Mathematics dents the importance of the ➌ The invention of mathematics changed the course of civilization. Hindu-Arabic numbering sys- ➋ ➊ Astronomers used mathematics to account for the movements of the tem, discuss the efficiencies of sun and moon so they could mark the seasons. Geometry enabled using only nine digits, place people to calculate the volume of a cylindrical granary. Mathematics value, and zero as a placeholder. supported travel, from the earliest sea travel to the development of Have students invent and write the space program. It all began with the Sumerians. numerals for the first 20 numbers without using place value or zero as a placeholder. Background Notes Linking Past and Present Italian merchants were the first 3000 B.C. 572–212 B.C. Europeans to adopt Hindu- Sumerians record numbers Greeks develop Arabic numerals. In Venice and on clay tablets geometric principles other cities, schools of mathematics drew students from across Europe. A German father ➊ Indus Valley told his son “to rise early, go to church regularly, and pay atten- The Use of Numerals tion to your arithmetic teacher.” In order to keep accurate records and inventories, the Sumerians, The schools focused on practical around 3000 B.C., devised one of the world’s earliest numbering sys- mathematics for use in business. tems. They used two wedge-like symbols for counting. One symbol stood for 1, the other for 10. These wedge-like symbols—and others Students had to learn the multi- that followed—basically came from the Sumerian cuneiform. The plication tables up to 99 99; wedges served double duty, for they symbolized both words and they also learned to calculate figures. interest, compute land areas, and Other early peoples who invented numbering systems used let- handle fractions. Ask students to ters from their alphabets. Then, around A.D. 500, Hindu people in the Indus River valley abandoned the use of letters and created research and then cite other special number symbols to stand for the figures 1 to 9. Although examples of major mathematical modernized over time, these nine Hindu symbols are the ones we discoveries and innovations, use today. such as those discussed here, and then have students describe the changes that were produced by these discoveries and innova- Sumerian cuneiform tablet tions. L1 WH: 23A 186

EXTENDING THE CONTENT Islamic Art and Architecture Islam has enriched our world in many ways, in addition to its scientific and mathematical contributions. Inspired by their faith, Islamic artists created unequaled geometric designs and floral patterns that were used in calligraphy, textiles, tiles, and architectural embellishments. Carpets and other textiles were turned into fine art by the skilled hands of ELA: Islamic weavers. Ornate bookbinding reflected the importance of the book in Islamic civilization. Page 186: Gr9/Gr10: 8B Mosques and other buildings also reflect the intricacies and elegance of Islamic design. Court of Page 187: Gr9/Gr10: 7A–B, 8B the Myrtles, Alhambra, Granada, Spain, is one of the more striking examples of Islamic architectural design. 186 Social Studies TAKS tested at Grades 10/11: Obj 2: WH23A(10,11)

Geography Movement Two great centers of learning developed in the Islamic world: one in Baghdad, in modern-day Iraq, the other in ➋ Córdoba, Spain. The caliphs of Southwest Asia Baghdad gathered mathematical The Rise of Algebra and scientific works from Greece and India and had them trans- About A.D. 825, an Arab mathematician, al-Khowarizmi of Baghdad, wrote lated into Arabic. These transla- books showing ways to use the Hindu numbering system. Algebra comes from al-jabra, which he used in the title of his book al-jabr w’al-muqabalah, roughly tions, as well as original works meaning “bringing together unknowns to match a known quantity.” by Muslim scholars, then trav- The wonder of the system caught Arab imaginations. They especially liked eled across the Islamic world, the concept of zero, which had also been created by the Hindus. With the use often reaching Europeans of zero, mathematicians could build numbers of astronomical size. through Spain. al-Khowarizmi CULTURAL DIFFUSION The Spread of Arabic Numerals Europeans resisted A.D. 500 A.D. 825 A.D. 1202 the use of Hindu-Arabic numerals In India, Hindus create a Al-Khowarizmi advances the use of Hindu Leonardo Fibonacci, an Italian merchant, well into the A.D. 1400s. An Italian number system with zero numbers and algebra in the Arab world spreads al-Khowarizmi’s work to Europe bookkeeping manual insisted that Roman numerals “cannot be falsi- ➌ fied as easily as those of the new Europe art of computation.” The Triumph of Arabic Numerals During the Age of Exploration, Europeans came into contact with Muslims ruled parts of Spain from the A.D. 700s to the A.D. 1400s. Their societies that used the more presence opened the door for European use of the new Hindu-Arabic number system. At first, many Europeans rejected it. They clung instead advanced numerals. For practical to Roman numerals. reasons they had to adopt the Later, however, European merchants found knowledge of “Arabic new system. After A.D. 1450, the numerals,” as they were called, necessary for dealing with merchants in printing press helped spread the Muslim ports. Influenced by al-Khowarizmi’s work, Leonardo Fibonacci use of Hindu-Arabic numerals published, in 1202, a book of arithmetic and algebraic information. Europeans who learned the new arithmetic also found it easier to do their European wool merchants across Europe. tallies. By the A.D. 1400s, the numbers could even be found in popular art. Connecting to the Past Why It Matters After students have studied this Early arithmetic was used at first for business transactions and simple feature and Chapter 6, have calculations that were part of daily life. How did mathematics make it them identify new ideas in possible for fifteenth- and sixteenth-century explorers to voyage into mathematics, science, and tech- unknown regions? nology that arose from Islamic UNIT 2 New Patterns of Civilization 187 civilizations and have students trace the spread of these ideas to other civilizations. L2 Why It Matters ANSWER: Explorers were able to calculate, at were able to calculate latitude. Knowing how least very roughly, the radius of the earth. Using far north or south of the Equator they were mathematics, they were also able to conduct enabled them to plot their positions and navi- celestial navigation. By measuring the angle gate into unknown areas. WORLD HISTORY: from their position to the North Star, explorers Page 186: 1C, 23A Page 187: 1C, 23A–B

187 Chapter 6 Resources

Timesaving Tools

™ Use Glencoe’s Presentation Plus! ¥ Interactive Teacher Edition Access your Teacher Wraparound Edition and multimedia teacher your classroom resources with a few easy clicks. tool to easily present dynamic lessons that visually excite your stu- Interactive Lesson Planner Planning has never been easier! Organize your ¥ ® week, month, semester, or year with all the lesson helps you need to make dents. Using Microsoft PowerPoint you can teaching creative, timely, and relevant. customize the presentations to create your own personalized lessons.

TEACHING TRANSPARENCIES

Graphic Organizer Student Chapter Map Overlay Activity 6 Transparency Transparency 6 Transparency 6

Graphic Organizer 11: Vertical Time Line CHAPTER TRANSPARENCY 6

The World of Islam (600–1500) The Crusades Map Overlay Transparency 6

CologneR Bruges h in e

R . Ratisbon Paris D anube R. Mts. Vézelay ps Al Atlantic Venice Po R. Ocean Genoa Marseilles Pisa Zara Black Sea Ebr o Corsica R. Ragusa Constantinople

Sardinia Manzikert Lisbon T igris Sicily Edessa R . Tunis Antioch SELJUKS Cyprus Crete Mediterranean Sea Tripoli Acre PALESTINE Jerusalem Alexandria Damietta

Cairo

0 300 600 900 Kilometers N i l e 0 300 600 Miles R. Red Sea

APPLICATION AND ENRICHMENT

Primary Source History Simulation Historical Significance Cooperative Learning Enrichment Activity 6 Reading 6 Activity 6 Activity 6 Activity 6

Name Date Class Name Date Class Name Date Class Name Date Class Name Date Class ISTORY ★ Enrichment Activity 6 ★ ★ Historical Significance Activity 6 H IMULATION EADING ! ★ ★ ★ P RIMARY S OURCE R 6 S CTIVITY 6 Cooperative Learning Activity 6 Ramadan A HANDOUT MATERIAL Islamic Architecture His servant Anas used to say as he looked at a Mecca full of gold, he preferred to forgo it, say- As you have read, fasting is one of the ing passage explains, the fast begins each pumpkin: “Dear little plant, how the Prophet ing that when he was hungry he would come One important Islamic contribution to enclosed courtyard, a building at one end The Travels of Ibn Battuta Five Pillars of Islam, and the month-long fast day at dawn, at the moment when “white loved thee!” before the Lord lowly, and when he was full, Understanding Islam—Scorecard world architecture is the mosque—the tem- for reciting prayers, and two corridors on that occurs during the month of Ramadan is thread becomes distinct from black thread,” When Mohammed ate fresh dates he would with praise. ple in which Muslims gather to worship. each side. BACKGROUND required of all adult Muslims. As the follow- and does not end until sunset. keep the bad dates in his hand. Someone asked Although mosques, with their elaborate inte- In 1325, Abu Abdullah Ibn Battuta left Tangier, Morocco intending to perform the him on a certain occasion to give him the dates Mohammed’s Poverty at Medina Scorecard The Mosque Today rior mosaics and other decorations, are often hajj, the (at least) once in a lifetime pilgrimage to Makkah required of all Muslims. he had rejected. “Not so,” Mohammed Ayesha says that for months together Point Value People Places Events Causes and During Muhammad’s first two years in very beautiful, their purpose is to welcome He returned 29 years later, the greatest traveler of the medieval world, having jour- answered, “What I do not like myself, I do not Mohammed did not get a full meal: Months Effects Madinah, he prayed in the direction of amazan [Ramadan] . . . is an occasion during which believers are thought to be closer to God. and shelter the faithful. The architecture that neyed all the way to China. His travel stories from India, China, Ceylon, and other like to give another.” used to pass and no fire would be lighted in Jerusalem. He then received a revelation RRamazan is a month-long period of fasting, somewhat like Lent only more stringent. It is a time all mosques share reflects this purpose. lands are filled with commentaries on Muslim beliefs and practices. Ibn Battuta’s of atonement. It is the month in which the Qur’an was allegedly revealed to Muhammed. It is said: Once a trayful of fresh dates was brought to Mohammed’s house either for baking bread or that the true direction was toward Makkah, cooking meat. One night Abu Bakr sent own Rihla (travel diaries) describe an extraordinary man and a cultural history of “When the noble time of Ramazan comes, the doors of heaven are opened, the doors of hell him. He set it down on his knees and, taking The First House of Worship the final destination of the hajj. All mosques them up by handfuls, sent a handful to each of Mohammed the leg of a kid [young goat]. I held Islam in the medieval age. By researching Ibn Battuta’s travels, you will learn more closed, and the devils tied down.” In other words, people’s souls are opened to God and closed to 5 Muhammad made his flight to the city are designed to face toward Makkah, and a his wives. Then, taking another handful, he ate it it while the Prophet cut off a piece for himself; about Islamic civilization during the fourteenth century. s¸eytan (devils); they are sustained by God as by food. of Madinah in A.D. 622. In Madinah, a com- decorative recess marks that direction. During Ramazan the faithful keep a fast (oruç). All day, from before sunrise to after sunset, himself. He kept throwing the stones [pits] to his and in his turn the Prophet held it while I cut off left side, and the domestic fowl came and ate a piece for myself. munity of believers gathered to worship Similarly, when Muhammad prayed in one must abstain from food and drink. . . . It is also not permissible to smoke, take medicine, or in Muhammad’s house. The design of the Madinah, he summoned people to prayer GROUP DIRECTIONS chew gum; in other words, no substance may enter the body. One must be separated from them up. “What!” exclaimed the listeners, “And ye ate house was fairly simple: there was an by standing on the roof. People are now those things which promote and sustain life in its material earthly form; fasting is a way to . . . He never ate reclining for [the Angel] without a lamp?” 1. Research the travels of Ibn Battuta as a group. enclosed oval-shaped courtyard with small called to prayer from atop a tall tower remind people of their dependence on God for these things. Oruç is felt to be a great sevap Gabriel had told him that such was the manner “Had we possessed oil for a lamp think you 2. Brainstorm the tasks that will be required to complete the project. Create a work of kings; nor had he ever two men walk behind not that we should have lighted it for [cooking] huts or shelters along one wall, and a cov- called a minaret that is either attached (good work) by which God is pleased; if faithfully performed, it is believed to bring a remission plan and assign specific responsibilities and schedules to individual group him. . . . When offered by Gabriel the valley of our food?” 10 ered corridor for the poor followers. Since to the mosque or stands close to it. In of sins. members. —From The Seed and the Soil by Carol Delaney the time of Muhammad, almost all mosques many mosques, the courtyards have been have repeated the basic shape of this first expanded to accommodate increases in 3. The product of the research will be both a written report that may include prop- INTERPRETING THE READING house of worship. Most mosques have an the number of worshipers. erly footnoted quotes from Ibn Battuta’s own accounts, as well as an oral presentation to the class in which all group members participate. Decide the form of DIRECTIONS: Answer the questions below in the space provided. Directions Use information from the reading to answer the following questions. If necessary, use a separate DIRECTIONS: Answer the following questions in the space provided. the report and presentation and identify the presentation aids, such as maps sheet of paper. and other visuals, that will be required. 1. Why do the followers of Islam believe they are brought closer to God through their long 15 1. What was the original design of Muhammad’s house of worship in Madinah? period of fasting?______1. What actions show that Muhammad was devoutly religious? Copyright © by The McGraw-Hill Companies, Inc 4. Appoint a group leader who will be required to prepare a separate report of

Copyright © by The McGraw-Hill Companies, Inc reactions and observations on a) the group’s activities and b) his/her own facili- 2. How are the body and the soul, and the gates of heaven and hell, thought to mirror each tation challenges and assessment of the group’s performance. other during the fast? ______Copyright © by The McGraw-Hill Companies, Inc. 2. What faults in other people made Muhammad angry? ORGANIZING THE GROUP 3. The twenty-sixth night of Ramadan is called the “Night of Determination.” According to 20 2. What is the relationship between Muhammad’s house in Madinah and later mosques? 1. Decision Making/Group Work As a group, appoint a group leader who will the Quran, it is on this night that God will decide the destiny of the entire world for the oversee the preparation of the written report and the oral presentation. Have course of the following year. How does this night correspond to the objectives of the rest the leader work with group members to determine the tasks and approaches of the fast? Support your response with details from the passage. ______Critical Thinking needed to conduct the research. Determine how and in what forms the written report and oral presentation will be prepared and presented.

3. Identifying Central Issues According to Ayesha, what kind of a man was Muhammad? Did he . behave like a ruler? Explain. 2. Individual Work Conduct research to find out as much as possible about Ibn 4. Take a moment to consider all the food you consume on an average day. How would you . 3. Use the information contained in the passage above to write a paragraph on why it Battuta’s travels and commentaries. Trace his travels on maps and consider how feel if you had to undergo a month-long fast? ______25 might be important for Muslims to keep a strong connection between the mosque and to convey the information in the report and presentation. Think about how the Muhammad’s original house. What might the building in which a person prays commu- information might be organized into a group summary presentation. 5. You may be surprised to learn that Ramadan is usually thought of by Muslims as a time nicate about his or her religion? 3. Group Work/Decision Making Share your research with your group. Invite com- of celebration. After a long day of fasting, a light meal is enjoyed by neighbors and . . . . ments on and extensions of individuals’ findings and ideas. Together, decide

Subtotals: Companies, Inc. The McGraw-Hill Copyright © by friends. Why might Ramadan be considered a time of social solidarity and enjoyment what information to prioritize, what information is most significant, and what Total: .

rather than simply one of hardship? ______Companies, Inc. The McGraw-Hill Copyright © by information will make the final report and presentation most interesting to the audience. Assign roles and tasks for preparing the report and presentation—writers, editors, illustrators, slide or overhead preparers, map makers, and so on.

The following videotape program is available To order, call Glencoe at 1–800–334–7344. To find from Glencoe as a supplement to Chapter 6: classroom resources to accompany this video, check the following home pages: • Legends of the Arabian Knights A&E Television: www.aande.com (ISBN 0–7670–0232–6) The History Channel: www.historychannel.com

188A Chapter 6 Resources

REVIEW AND REINFORCEMENT

Linking Past and Present Critical Thinking Skills Activity 6 Time Line Activity 6 Reteaching Activity 6 Vocabulary Activity 6 Activity 6

Name Date Class Name Date Class Name Date Class Name Date Class

Name ______Date ______Class ______Time Line Activity 6 ‘ Reteaching Activity 6 f Vocabulary Activity 6 Critical Thinking Skills Activity 6 Recognizing Ideologies Linking Past and Present Activity 6 The World of Islam The World of Islam: 600–1500 An ideology is a set of beliefs that guide Islamic practice of arranging marriages. Muslim Governments: Past and Present The World of Islam a person or group of people. By under- Historically, women had little or no say in Born in A.D. 570, Muhammad founded Islam. Cultures and civilizations developed based DIRECTIONS: Select and write the term that best completes each sentence. standing a person’s ideology, it is possible whom they would marry; rather, a woman on the teaching of the Quran. In the period between its beginnings and the Abbasid dynasty, DIRECTIONS: The first centuries of Islamic civilization were a time of expansion and to better understand why he or she acts in a was dependent on her father or other male Then By 750, the Muslim Empire included all Now Countries of the Middle East and North the Islamic civilization saw many changes and developments. certain way. In the selection below, the two relatives to arrange a marriage with the accomplishment. Read the time line below, then answer the questions that follow. • sheikh • revelation • shari’ah of Southwest Asia, Asia to the borders of India Africa are still predominantly Muslim. Islamic DIRECTIONS: Information about the Islamic civilization is listed in the box below. Place each speakers are discussing the traditional person they felt was a suitable match. and China, most of Spain, and all of North influence is increasing in non-Muslim coun- item under its proper heading. • mosque • Islam •hajj Africa. The Muslim government was a theocra- tries, such as those in sub-Saharan Africa. Most A.D. 570 Birth of Muhammad A.D. 622 Hijrah to Yathrib DIRECTIONS: Read the following passage from Season of Migration to the North, a work of • caliph • jihad • Hijrah cy—that is, the caliphs were religious as well countries in the world today have significant fiction based on a real person’s life and published in 1969. Then, on a separate sheet of as political leaders. Laws were based on the Muslim populations. • House of Wisdom • urban civilization • place-value system A.D. 610 Muhammad’s first revelation A.D. 630 Muhammed returns to Makkah. • bazaar • dowry • arabesque paper, answer the questions that follow. Muslim holy book, the Quran. Nonetheless, Government in Muslim countries takes one • Sunni/Shiite split • Five Pillars of Islam • Hijrah the ruling Muslims adapted their laws to local of two forms—secular or fundamentalist. Over A.D. 613 Muhammad begins to preach. A.D. 632 Death of Muhammad • chronicle • Quran • sultan practices. This policy did much to prevent the years, the leaders of secular Muslim coun- • built powerful state • Ibn Sina • Harun al-Rashid uprisings. tries—such as Egypt and Jordan—have • Ibn-Rushd • founded by Mu’awiyah • Battle of Tours fter a short silence he said, “Anyway if the woman’s father and brothers Since the Quran preaches tolerance of other worked to modernize their states. Yet some of • a.d. 661–750 • worked to ensure equality among • a.d. 750–1258 A are agreeable no one can do anything about it.” cultures, Muslims allowed Christians, Jews, these rulers, such as Iran’s Shah Muhammad all Muslims, Arab and non-Arab “But if she doesn’t want to marry?” I said to him. • revelations recorded in Quran • returned to Makkah 1. The voice Muhammad heard calling him to be the apostle of Allah was a and other groups to practice their own reli- Reza Pahlavi (ruled 1941–1979), were consid- “You know how life is run here,” he interrupted me. “Women belong to A.D. 500 A.D. 600 A.D. 700 A.D. 800 A.D. 900 . gions. Muslims did, however, give special ered by many to be corrupt and dictatorial. men, and a man’s a man even if he’s decrepit.” privileges to citizens who embraced the teach- Rebels replaced the Shah with Ayatollah “But the world’s changed,” I said to him. “These are things that no longer ings of Islam. Ruhollah Khomeini, a religious leader. 2. The is the journey made by Muhammad and his followers to fit in with our life in this age.” Muslim leaders brought prosperity to the Khomeini strictly enforced the laws of the A.D. 656 Ali elected fourth caliph. Madinah. lands they controlled. Their rule of several Quran. With the death of Khomeini in 1989, Islamic Civilization “The world hasn’t changed as much as you think,” said Mahjoub. “Some Mediterranean countries to the East increased Iran has slowly begun to soften its hard-line A.D. 830 Ma’mun founds House of Wisdom. Founding of Islam Umayyad dynasty 3. The commercial center of towns where goods were sold was called the things have changed—pumps instead of water-wheels, iron ploughs instead A.D. 661 Umayyads establish Islamic Empire. the flow of goods between East and West. fundamentalist leanings. . of wooden ones, sending our daughters to school, radios, cars… yet even so Muslim leaders made many improvements in Most fundamentalist Islamic states see A.D. 786 Harun al-Rashid takes power. everything’s as it was.” Mahjoub laughed as he said, “The world will really the countries that made up the Muslim Western nations as the enemy. The latter have A.D. 680 Slaying of Husayn at the Battle of Karbala 4. A bedouin tribal chieftain was a . have changed when the likes of me become ministers in the government. Empire. For example, they increased agricul- aroused Muslim resentment by supporting And naturally that,” he added, still laughing, “is an out-and-out impossibility.” A.D. 750 Defeat of Umayyads; beginning of Abassid dynasty tural yield in Persia by building advanced secular Muslim states and by continuing to A.D. 732 Battle of Tours 5. The pilgrimage to Makkah is a . irrigation systems there. In addition, strong support the existence of the Jewish State of Muslim governments brought order to areas Israel. One anti-Western fundamentalist group, 6. A narrative of events in the order in which they occurred is a . that had formerly been torn by civil strife. This the Taliban, gained control of most of 1. Harun al-Rashid began his rule in as part of the 1. What is the first speaker’s justification for continuing arranged marriages? enabled people—both citizens and Afghanistan in the early 1990s. Taliban rule is dynasty. 7. The leader of the Islamic civilization is a . foreigners—to travel safely throughout the extremely repressive. The Taliban have Muslim Empire. This security in travel also destroyed ancient Buddhist statues, banned 2. 8. The Muslim code of law is the .

Muhammad returned to Makkah in Copyright © by The McGraw-Hill Companies, Inc. . Copyright © by The McGraw-Hill Companies, Inc. Copyright © by The McGraw-Hill Companies, Inc. helped to encourage and increase trade television, made teaching about Christianity 2. Why does the second speaker reject the first speaker’s defense of arranged marriages? between countries in the Empire. punishable by death, and suppressed the 3. The Battle or Tours took place in . 9. Money or property brought by a groom to his wife at marriage is called a The peace and prosperity of the Muslim rights of women. The dynasty ruled at that time. . Empire encouraged learning. The Muslims not In secular Muslim countries, fundamental- Abbasid dynasty Islamic Achievements 4. 3. Why might a man support an ideology that treats a woman as his property? What are only protected the arts and sciences of their cit- ist Islamic movements work against the What event took place exactly a century before the 10. A Muslim house of worship is a . izens, they adapted them to Arabic culture, existing government. Some of these fundamen- Battle of Tours? . the drawbacks for men in supporting such an ideology? thus creating new concepts and ideas from talist groups engage in terrorist activities 11. Arabic script entwined with plant stems and geometric designs is an them. It is to the Arabs that we owe our use of aimed at their countries’ leaders, Israel, and 5. The Hijrah took place in . the Indian numerical system and the preserva- Western nations. . 4. Why might a woman support an ideology that places her in such a role in her society? tion of classical Greek and Roman learning. 6. The Umayyad dynasty ended in . 12. means submission to the will of Allah. Are there any advantages she might gain by supporting such an ideology? Copyright © by The McGraw-Hill Companies, Inc. 7. Muhammad experienced his first revelation in . Critical Thinking 13. A struggle or conflict to spread Islam is a . 8. The House of Wisdom was founded by in 5. At the conclusion of the passage, the first speaker suggests that the more things change, Directions: Answer the following questions 2. Comparing and contrasting: How is the Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by . 14. The book containing the ethical guidelines and laws followed by Muslims is known on a separate sheet of paper. attitude of modern fundamentalist Muslims the more they stay the same. What are some ways ideology might pass from one genera- 1. Recognizing cause and effect: How did towards other cultures different from that 9. Ali was elected the fourth caliph in . as the . tion to the next, thus making it appear as if little has changed? Muslim leaders guard against uprisings of the rulers of the Muslim Empire from among their subject peoples? long ago? 10. Husayn was killed at the Battle of Karbala in . 15. is a Turkish title that describes someone who holds power.

11 ASSESSMENT AND EVALUATION

Chapter 6 Test Chapter 6 Test Performance Assessment ExamView® Pro Standardized Test Practice Form A Form B Activity 6 Testmaker CD-ROM Workbook Activity 6

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ ★ Performance Assessment Activity 6 Name ______Date ______Class ______

Score Standardized Test Practice ✔ Chapter 6 Test, Form A Score ✔ Chapter 6 Test, Form B Score Use with Chapter 6. CTIVITY 6 The World of Islam AWriting About Comparisons and Contrasts DIRECTIONS: Matching Match each item in Column A with the items in Column B. DIRECTIONS: Matching Match each item in Column A with the items in Column B. ★ BACKGROUND Write the correct letters in the blanks. (4 points each) Write the correct letters in the blanks. (4 points each) Writing Objective 1: The student will respond appropriately in a written composition to the Muhammad was the founder of one of the world’s major religions. Behind the purpose/audience specified in a given topic. Column A Column B Column A Column B myth and majesty surrounding the first years of Islam was a real person and real 1. nomadic Arabs who lived in the desert rather than in towns A. muezzin 1. Muhammad’s wife A. Abu Bakr events. When you compare two or more subjects, you explain how they are similar. When you 2. B. journey of Muhammad and his followers to Madinah Bedouins 2. “city of the prophet” B. Omar Khayyám ★ TASK contrast them, you explain how they are different. Writing about comparisons and contrasts, 3. “struggle in the way of God” C. caliph 3. successor to Muhammad C. Fatimids You are a newspaper’s foreign correspondent, traveling in Arabia in the years just however, involves more than stating similarities and differences. You also explore relationships and draw conclusions. 4. chief Islamic religious authority D. Ibn-Rushd 4. replaced the Umayyads D. Madinah after Muhammad’s death. You want to gather the facts about the prophet’s life and the events in Makkah and Madinah, and then write an article that gives your readers 5. “holder of power” E. minaret 5. after their rise, focus of trade shifted to Cairo E. Córdoba a sense of what has happened. You also want to make some prediction about the 6. wrote a medical encyclopedia that stressed contagious F. sultan 6. created by a ninth-century Iranian mathematician F. Abbasids future of this new religion. ★ Learning to Write About Comparisons and Contrasts nature of diseases G. Ibn-Khaldun 7. perfected by the Muslims, but later helped European sailors G. astrolabe Use the following guidelines to help you in writing about comparisons and contrasts. ★ 7. Muslim philosopher AUDIENCE H. Hijrah reach the Americas H. algebra Your audience is your classmates. 8. Muslim crier who calls the faithful to prayer five times a day • Identify or decide what subjects will be • Before writing, organize your comparison/ I. Ibn Sina 8. Europe’s largest city after Constantinople I. Alhambra compared and contrasted. contrast by creating a graphic organizer. 9. most famous section of the Great Mosque of Samarra 9. ★ J. jihad created the Rubaiyat J. Khadijah PURPOSE • Determine common categories, or areas, in • In your writing, you can compare/contrast 10. Muslim historian who wrote Muqaddimah (Introduction 10. fourteenth-century Islamic palace in Grenada, Spain Your purpose is to inform your readers and to make predictions about possible which comparisons and contrasts can be the subjects category by category, or you to History) future events. made. may discuss all aspects first of one subject, • Look for similarities and differences within then those of the others. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence ★ PROCEDURES these areas. DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter of the item in the blank to the left of the

or answers each question. Write the letter of the item in the blank to the left of the sentence. (4 points each) 1. Review the information in the textbook, making a list of events in the order in Copyright © by The McGraw-Hill Companies, Inc. sentence. (4 points each) which they occurred. 11. According to Islamic belief, Muhammad is 2. Make an outline for your article, with an introduction, body, and conclusion. As ★ 11. Muhammad began to meditate in the hills because . Practicing the Skill A. the Son of Allah, similar to Jesus. part of your article, you should make at least two predictions for the future of A. the town of Makkah was too crowded with sinners. B. an angel made flesh for the purpose of spreading Allah’s word. Islam, in terms of how far it might spread and what kind of civilization will Read the selection below and complete the activity that follows. B. the hills were a holy site that were supposed to give visions to those worthy C. the prophet to whom Allah spoke his final revelations. result. Use your textbook to help you make these predictions. of them. In the late 300s, the Roman Empire split The Eastern Slavs obtained the Eastern D. the reincarnation of Moses. 3. Review a few articles in a newspaper, paying close attention to writing style, C. he was trying to resolve an argument with his wife, Khadijah. into two parts: an eastern empire with its capital Orthodox faith and the Cyrillic alphabet from the sentence length, and tone. at Constantinople, and the remnants of the old Byzantines. They also developed artistic and D. he became troubled by the gap between the honest Bedouins and the greedy 12. For Muslims, obeying Allah’s will means following a basic ethical code consisting of 4. Write the rough draft of your article. empire in western Europe. The eastern domain, architectural styles based on Byzantine models. traders in the city. later known as the Byzantine Empire, lasted over A third civilization arose in Southwest Asia A. the Ten Commandments. 5. Share your article with an “editor” (a classmate or family member), asking that 1,000 years. At its height, the Byzantine Empire and became known as the Islamic Empire. 12. After Muhammad’s death, Muslim scholars drew up the shari’ah, which is person to give you suggestions on how to improve it. B. the Twelve Tables. ruled vast territories in southeastern Europe, Shaped by the religion of Islam, the Islamic realm A. a law code that provides believers with a set of practical laws to regulate their C. sixteen principles which Muslims must memorize as children. 6. Rewrite your article, incorporating any suggested changes. Proofread it for Southwest Asia, and North Africa. eventually stretched from Southwest Asia across daily lives. Inc Companies, © by The McGraw-Hill Copyright D. the Five Pillars of Islam. spelling, grammar, and legibility before turning it in. North of the Byzantine Empire the Eastern North Africa and into the European lands of B. an elaborate burial ritual still performed at Muslim funerals today. Slavs established a new civilization centered in Spain and the Balkans. 13. According to the Quran, raiding one’s enemies is a jihad, which means

Copyright © by The McGraw-Hill Companies, Inc. C. a collection of Muhammad’s wisdom and teachings that was added to the Quran. Kiev on Dnieper River. It later became the All of these civilizations existed at about the Copyright © by The McGraw-Hill Companies, Inc. D. also known as the Five Pillars of Islam. A. “death to all who oppose us.” C. “struggle in the way of God.” foundation for the modern nations of Russia, same time period and had contact with each B. “borrowing for the sake of Allah.” D. “the divine will of Allah.” Ukraine, and Belarus. other over many years. Today, their influence 13. The revolt led by Hussein in the early Umayyad period led to continues to affect the peoples of Europe and the A. a bloody war that lasted centuries. Middle East. B. the split of Islam into two groups, the Shiites and the Sunnis. C. the strengthening of the Umayyad dynasty. D. a total disregard of the teachings of Muhammed. SddidTP iTAE 11 INTERDISCIPLINARY ACTIVITIES

Mapping History World Art and Music History and Geography People in World History Activity 6 Activity 6 Activity 6 Activity 6

Name Date Class Name Date Class Name Date Class Name Date Class Mapping History Activity 6 Music A d History: A rt and ctivit ★ n Worl ctivit World A y 6 HISTORY AND GEOGRAPHY ACTIVITY 6 People i y 6 Profile 1 Distant Outposts

During the period of Islamic civilization described in Chapter 11, the Islamic Bedouin Life Umar (C. A.D. 581–644) Empire had three different capitals. Madinah was the capital under the Rightly Islamic Textiles Guided Caliphs. The capital of the Umayyad dynasty was Damascus. The “Watering camels is hard work. They are The first four caliphs, or successors to Abbasids built the city of Baghdad for their capital. Islamic carpets and silks are works of art. They use bold colors and incor- thirsty and drink a lot, and the sun is hot. It Muhammad, are called “the Rightly Guided porate geometric shapes, flowers and trees, real and mythical animals, and is worse when the wind blows; then it is like Bedouin Proverb DIRECTIONS: The map below shows the Islamic Empire during four different Caliphs.” All four were close friends or rel- inscriptions. How did this artistic tradition develop? afurnace....OnlytheBeducouldendure periods. Use the map to complete the activities that follow. Me and my brother against our atives of Muhammad, and all worked to this life,” noted Wilfred Thesiger, an English cousin. Me, my brother, and my cousin DIRECTIONS: Read the passage below, then answer the questions in the space protect and spread the word of Islam. All explorer who crossed the Arabian Desert against the stranger. Expansion of Islam provided. of these men are revered within the Islamic during the 1940s. Across the arid desert of 0° FRANCE 20°E40°E60°E tradition. The second of these caliphs, Umar D C the Middle East these nomads traveled, Tours an a ibn al-Khattab, or Umar, holds a special ub s Umar ibn al-Khattab, top left, detail from Zubdat al-Tawarikh

e R p I ive n searching for fresh water and pastureland based on tribal loyalties and alliances has ia SPAIN d (Cream of Chronologies), Turkish, ca. 1600. n place. For it was Umar who led the con- Black Sea u Córdoba S s for their camels, goats, and sheep. How did ensured survival. Traditionally, the bedouin e R quests that would spread Arab culture and a i °N Constantinople v 0 the bedouin survive such harsh conditions? have claimed certain grazing lands as dirah, e 3 Tig r GRANADA ris the Islamic faith throughout Southwest Asia Africa. They even challenged, and defeated, ASIA MINOR R Searing heat and scant rainfall meant a or tribal territory. Tribe members continu- iv E e PERSIA and North Africa. The results of his con- forces of the Persian Empire. MOROCCO u r SYRIA ph life of hardship for the desert nomad. For ally fought to protect their lands and herds ra Baghdad INDIA TUNISIA M tes quests have fundamentally affected the life The extent of these victories is awesome. edi River thousands of years, the bedouin have from raiding parties of other tribes. terrane Damascus IRAQ of the peoples of these regions ever since. At the time of Muhammad’s death, the an Sea Karbala Jerusalem P moved between pasture and oasis. Marriage perpetuated divisions, as no er Like Muhammad, Umar was born in Arabs controlled the Arabian Peninsula. By PALESTINE sia Members of the same clan tent together member of a noble tribe would marry Cairo n Gulf Makkah. Like many others, he was at first the end of Umar’s rule, Arab territory had near oases during the dry season, moving someone from a tribe of lesser status. EGYPT hostile to Muhammad and his teachings. more than doubled, stretching north to the AFRICA R their herds out to desert pastures when the The bonds of tradition and loyalty that e Madinah (Yathrib) N d By A.D. 618, however, he had converted to borders of the Black and Caspian Seas and S r winter rains come. A close-knit society once made survival in the desert possible e e iv a Makkah Islam and became one of Muhammad’s along much of the south shore of the W E R At Muhammad’s death, A.D. 632 ile ARABIA close advisers. He supported Abu Bakr, Mediterranean. N Under Rightly Guided Caliphs, A.D. 661 S Arabian Sea Muhammad’s father-in-law, as the first Umar’s rule over the regions he con- Under Umayyad Caliphs, A.D. 750 0 300 600600 milesmile °N caliph. Abu Bakr was caliph for only 2 quered was not completely autocratic. Byzantine Empire, A.D. 750 10 0300 600600 kilometerskilometer years before naming Umar as his successor Conquered peoples, although forced to pay Battle site Lambert Conic Conformal Projection in A.D. 634. From this time until his death tribute, were not forced to convert to Islam 10 years later, Umar would do more to and were allowed to keep many of their spread Islam than anyone except local customs. Umar governed in a way that 1. What is the approximate distance from 5. The Muslim armies engaged in the jihad Muhammad himself. minimized conflict among Muslims, Makkah to Madinah? traveled along the North African coast Above all else, Umar was an expansionist Christians, and Jews. His reasonable rule, to Morocco, then Spain, and north into general who led the Arabs on a series of however, could not save him from a violent France where their advance was stopped victories. Within two years of the beginning death. A Persian slave, dissatisfied with his 2. How far is Madinah from Damascus? Islamic carpet (detail) at the Battle of Tours. Draw the likely of his caliphate, his armies invaded the rule, killed Umar while he was at worship in Byzantine Empire. In a short time, they had the city of Madinah. Before he died, Umar path followed by the armies. ugs are walked on, clothing is worn out, and artists are forbidden to recreate the human form in captured Syria and Palestine. The important had appointed a committee to decide on his 3. What was the primary direction of even fabric hanging on the wall fades and tears. artistic representations. The restrictions inspired them 6. What was the approximate distance trav- R cities of Damascus and Jerusalem fell to his successor. Thus, he left a legacy of a peaceful Islamic expansion from the Arabian Because of its dual aesthetic and practical functions, to create art that moved away from explicit represen- eled by Islamic armies from Makkah to troops. The Arabs invaded and conquered transition as well as the more enduring one much Islamic textile work does not hold up over tations of the real world and instead employed pat- peninsula? Tours? Egypt and pushed farther across northern of the spread of Arab culture and Islam. long periods of time. The examples that remain, terns and geometric shapes. These patterns illustrate however, display originality, creativity, and artistic a highly developed aesthetic sense that often used Copyright © by The McGraw-Hill Companies, Inc. The McGraw-Hill Copyright © by 4. In what direction would pilgrims travel- ability within a strictly defined religious atmosphere. symmetry, repetition, and proportion. Later Islamic REVIEWING THE PROFILE

ing from Cairo to Makkah travel? Companies, Inc. The McGraw-Hill Copyright © by Companies, Inc. The McGraw-Hill Copyright © by Companies, Inc. The McGraw-Hill Copyright © by The Quran teaches that art should inspire contem- sects were less strict and allowed artists to incorpo- Directions: Answer the following questions on a separate sheet of paper. plation and prayer. According to Muhammad, only rate real figures into their artworks as long as there Modernization and new sources of wealth have brought changes to bedouin God can make a human figure, therefore Islamic was no religious connection. Arab life. Their Islamic culture, however, remains centered on hospitality, tribal 1. To what areas did Umar extend Arab and Muslim influence? courtesy, and family relationships. 2. How did he ensure there would be a peaceful transition of leadership after his death? (continued) MULTIMEDIA SPANISH RESOURCES

Vocabulary PuzzleMaker CD-ROM MindJogger Videoquiz The following Spanish language materials Interactive Tutor Self-Assessment Presentation Plus! CD-ROM are available in the Spanish Resources CD-ROM TeacherWorks CD-ROM Binder: ExamView® Pro Testmaker CD-ROM Interactive Student Edition CD-ROM • Spanish Guided Reading Activities Audio Program The World History Video Program • Spanish Reteaching Activities World History Primary Source • Spanish Quizzes and Tests Document Library CD-ROM • Spanish Vocabulary Activities • Spanish Summaries 188B Chapter 6 Resources

SECTION RESOURCES Daily Objectives Reproducible Resources Multimedia Resources

SECTION 1 Reproducible Lesson Plan 6–1 Daily Focus Skills Transparency 6–1 The Rise of Islam Daily Lecture and Discussion Notes 6–1 Interactive Tutor Self-Assessment 1. Discuss the new importance the Guided Reading Activity 6–1* CD-ROM Arabian Peninsula had in the fifth Section Quiz 6–1* ExamView® Pro Testmaker CD-ROM and sixth centuries as a result of Reading Essentials and Study Guide 6–1 Presentation Plus! CD-ROM the caravan trade. 2. Identify and describe the new religion of Islam that arose in the Arabian Peninsula and whose prophet was a man named Muhammad.

SECTION 2 Reproducible Lesson Plan 6–2 Daily Focus Skills Transparency 6–2 The Arab Empire and Its Successors Daily Lecture and Discussion Notes 6–2 Interactive Tutor Self-Assessment 1. Summarize the situation after Guided Reading Activity 6–2* CD-ROM Muhammad’s death in which his Section Quiz 6–2* ExamView® Pro Testmaker CD-ROM successor organized the Arabs and Reading Essentials and Study Guide 6–2 Presentation Plus! CD-ROM set in motion a great expansion. 2. Describe the internal struggles that weakened the empire and, by the close of the thirteenth century, ended the Arab Empire.

SECTION 3 Reproducible Lesson Plan 6–3 Daily Focus Skills Transparency 6–3 Islamic Civilization Daily Lecture and Discussion Notes 6–3 Interactive Tutor Self-Assessment 1. Discuss the extensive trade network Guided Reading Activity 6–3* CD-ROM that brought prosperity to the Islamic Section Quiz 6–3* ExamView® Pro Testmaker CD-ROM world. Reading Essentials and Study Guide 6–3 Presentation Plus! CD-ROM 2. Identify and describe the Quran, which provided fundamental guidelines for all Muslims, not only in spiritual affairs but also in politics, economics, and social life.

SECTION 4 Reproducible Lesson Plan 6–4 Daily Focus Skills Transparency 6–4 The Culture of Islam Daily Lecture and Discussion Notes 6–4 Interactive Tutor Self-Assessment 1. Report the great advances in the Guided Reading Activity 6–4* CD-ROM areas of mathematics and the natural Section Quiz 6–4* ExamView® Pro Testmaker CD-ROM sciences made by Muslim scholars. Reteaching Activity 6–4* Presentation Plus! CD-ROM 2. Describe how Muslim art and archi- Reading Essentials and Study Guide 6–4 tecture incorporated innovative, geometric styles of decoration.

Assign the Chapter 6 Reading Essentials and Study Guide.

*Also Available in Spanish Blackline Master Transparency CD-ROM DVD Poster Music Program Audio Program Videocassette 188C Chapter 6 Resources WORLD HISTORY Teacher’s Corner Use our Web site for additional resources. All essential content is covered in the Student Edition. INDEX TO You and your students can visit www.tx.wh.glencoe.com , the NATIONAL GEOGRAPHIC MAGAZINE Web site companion to Glencoe World History. This innovative

The following articles relate to this chapter: integration of electronic and print media offers your students a wealth of opportunities. The student text directs students to the • “The Three Faces of Jerusalem,” by Alan Mairson, April Web site for the following options: 1996. • “Ibn Battuta: Prince of Travelers,” by Thomas J. • Chapter Overviews • Self-Check Quizzes Abercrombie, December 1991. • “When the Moors Ruled Spain,” by Thomas J. Abercrombie, • Student Web Activities • Textbook Updates July 1988. Answers to the Student Web Activities are provided for you in the Web Activity Lesson Plans. Additional Web resources and NATIONAL GEOGRAPHIC SOCIETY Interactive Tutor Puzzles are also available. PRODUCTS AVAILABLE FROM GLENCOE

To order the following products call Glencoe at 1-800-334-7344: • Picture Atlas of the World (CD-ROM) • Physical Geography of the World (Transparencies) From the Classroom of…

Access National Geographic’s new dynamic MapMachine Eric Hahn Web site and other geography resources at: Ladue Horton Watkins www.nationalgeographic.com High School www.nationalgeographic.com/maps St. Louis, Missouri

Lessons Through Islamic Literature KEY TO ABILITY LEVELS The purpose of this activity is to learn about history and social science concepts using children’s sto- Teaching strategies have been coded. ries from The Arabian Nights. You will need a copy of L1 BASIC activities for all students The Arabian Nights, which is readily available in most L2 AVERAGE activities for average to above-average libraries and many bookstores. If you can obtain mul- students tiple copies, students can read in groups. L3 CHALLENGING activities for above-average students Allow students to select a story from The Arabian ELL ENGLISH LANGUAGE LEARNER activities Nights. There are many stories to choose from, but a few favorites include “Ali Baba and the Forty Thieves” and “Sinbad the Sailor and the Mudpies.” After students read the story, ask them the following questions: What does this story teach? (Explain that these stories usually had a moral to them, just like Aesop’s Fables, Grimm’s Fairy Tales, or even Dr. Seuss stories.) Activities that are suited to use within the block What technologies are identified? (For example, scheduling framework are identified by: Sinbad’s ships are often described in detail, depending on the translation; the thieves in “Ali Baba” hide inside large containers of oil—ask students about the uses of oil.) Finally, ask students for any comparisons they can make with recently studied units. This allows for some review and synthesis. A great follow-up homework assignment is to have students write a short story using the vocabulary learned in Chapter 6. WH: 20A–C, 25C; ELA: Gr9/Gr10: 7A, 8A, 8C–D, 9A, 11A, 11D

188D Introducing CHAPTER 6

Performance Assessment The World Refer to Activity 6 in the Performance Assessment of Islam Activities and Rubrics booklet. 600–1500 Key Events The Impact Today • Muhammad and his followers spread the beliefs and practices of Islam. Have students brainstorm the possible • At its peak, the Arab Empire extended west and north through Spain and into France. consequences to societies, cultures, and • In the seventh century, a split in Islam created two groups, the Shiite and the Sunni educational systems when citizens remain Muslims. ignorant of the variety and richness of other cultures. The Impact Today • More than one billion people around the world are Muslims who follow the teachings of the Quran, and Islam is one of the world’s leading faiths. • The cultural, artistic, and scientific contributions of Muslims continue to enrich our daily lives.

World History Video The Chapter 6 video, “Islamic Scientific The World History Advances,” chronicles the many contributions of Islamic culture to our world. Video Program To learn more about the contributions of Islam, students can view the Chapter 6 video, “Islamic Scientific

Advances,” from The World History Prayer rug Video Program. MindJogger Videoquiz Use the MindJogger Videoquiz to 732 preview Chapter 6 content. 635 Arab forces c. 900 The Quran is defeated at the Arab scholars work at compiled Battle of Tours the House of Wisdom Available in VHS.

600 700 800 900 1000

630 661 852 Muhammad Umayyads Great Mosque returns to establish of Samarra Makkah Islamic Empire built

Tower mosque, Samarra, Iraq

188

TWO-MINUTE LESSON LAUNCHER

Have students generate a list of fifteen to twenty items that they associate with desert living. Stu- dents may list camels, caravans, sand, sandstorms, and traditional Arabic robes and headdresses, some of the more stereotypical items seen in films and on television. Have students copy the list onto their own papers, then guide the class in a discussion of which items are stereotypes and which accurately reflect living in the dry climates inhabited by Arabs. As students study this chapter, have them correct any stereotypes on their lists. LI ELL

188 Introducing CHAPTER 6 Chapter Objectives After studying this chapter, students should be able to: 1. describe the life of Muham- mad; Art or Photo here 2. list the basic tenets of Islam; 3. explain the growth of Islam and its expansion to other areas of the world; 4. identify the Umayyad and Abbasid dynasties; 5. describe the schism that led to Sunni and Shiite Muslims; 6. explain the authority of the caliphs; 7. identify and describe Islamic scientific and cultural contributions; 8. explain the social structures in Islamic societies. HISTORY The Dome of the Rock in Jerusalem was built by Muslims in the seventh century. Muslims believe that Muhammad ascended into Paradise from this site. Chapter Overview Praying Muslims face Makkah Introduce students to chapter content and key terms by having them access Chapter Overview HISTORY 6 at tx.wh.glencoe.com. 1258 Mongols capture Baghdad Chapter Overview Visit the Glencoe World History Web site at Time Line Activity 1100 1200 1300 1400 1500 tx.wh.glencoe.com and click on Chapter 6–Chapter Overview to preview As students read the chapter, have chapter information. them review the time line on these 1187 1382 pages. Ask them to explain the signifi- Saladin’s Ibn-Khaldun cance of A.D. 635. (The Quran was army invades teaches at compiled.) L1 WH: 1C, 25C; ELA: Jerusalem university Gr 9/Gr10: 19B, 20B; Gr9: 7I; in Cairo Gr10: 7H

189

MORE ABOUT THE ART The Dome of the Rock This mosque, shown above, located in the old city of Jerusalem, is considered to be one of the most magnificent structures built by the Muslims. It stands on the site of the Temple Mount where the First and Second Jewish Temples had been located. The mosque was built between 687 and 691. While scholars see the influence of earlier architectural styles, the mosque is a landmark in Islamic architecture. It features a gold dome set on a high drum in a cen- tralized, ring-like plan and two corridors. All other surfaces are covered inside and out by colorful mosaic tile. Have students examine the illustration of this mosque and then identify the architectural features that are characteristic of Roman architecture and those that are characteristic of Islamic art. L1 WH: 20A–B 189 Social Studies TAKS tested at Grades 10/11: Obj 2: WH23A(10,11)

Introducing A Story That Matters Depending upon the ability level of your students, select from the following questions to rein- force the reading of A Story That Matters. • Have students turn to the map on page 197, and ask them to locate the Arabian Muslims worship in mosques, such as this Peninsula and Makkah. one in Edirne, Turkey. • Ask students when Muham- mad was born (A.D. 570) and how old he was when he heard the angel’s voice calling to him (40). • What book for Christians is similar to the Quran for Mus- lims? (The Bible) • How extensive was the Muhammad’s Message Islamic Empire by the mid- n Makkah, a small town of about three thousand people Why It Matters 700s? (It extended from Spain to located in the desert lands of the Arabian Peninsula, a Muhammad’s life had a lasting the Indus River valley.) Iman named Muhammad was born in 570. His father died impact on world history. When he • What did Allah promise to when he was not yet one; and his mother died when he was was born, Southwest Asia was ruled those who did good deeds? only five. He was raised by relatives, from whom he learned by two competing empires: the how to buy, sell, and transport goods. Intelligent and hard- (to forgive their sins and ennoble Byzantine and the Sassanid Persian. working, he became a capable merchant. He married, had After Muhammad’s death, his them) To those who died serv- children, and seemed to have a happy and rewarding life. successors organized the Arabs ing Allah? (admittance to Muhammad, however, was not content. Deeply disturbed and began a great expansion. Arab Heaven) by problems in society, he spent days on end in a nearby cave, armies marched westward across • How might the belief that praying and meditating. According to Islamic teachings, one North Africa and eastward into Mesopotamia and Persia, creating a death in a holy battle would night in 610, while Muhammad was deep in meditation, the voice of the angel Gabriel called out, “Recite!” The voice new empire that stretched from bring you an afterlife in Par- repeated the proclamation twice more. Spain to the Indus River valley. Arab rule brought with it the religion and adise affect Islamic soldiers? A frightened Muhammad replied, “What shall I recite?” culture of Islam. (Answers will vary.) L1 L2 WH: The angel responded, “In the name of thy Lord the Creator, 1C, 19A, 25C, 25E, 26C; ELA: who created mankind from a clot of blood, recite!” History and You Create a multi- Gr9/Gr10: 7F–H; Gr9: 7I Over the next 23 years, Muhammad received and memo- media presentation illustrating the rized everything the angel revealed and preached these words scientific and artistic advances that About the Art to others: “Allah will bring to nothing the deeds of those who were made during the Islamic disbelieve. . . . As for the faithful who do good works and Empire. Show your presentation to The city of Edirne, Turkey, con- believe in what is revealed to Muhammad—which is the the class. Be prepared to answer questions about the Islamic innova- tains several beautiful mosques. truth from their Lord—He will forgive them their sins and tions that you chose to include. Encourage students to visit ennoble their state.” These words were gathered together as Edirne on the Internet and the Quran, or Koran, the sacred book of Islam. download images of mosques.

190 HISTORY AND YOU The Quran continues to provide fundamental guidelines for all Muslims, not only in spiritual or religious affairs, but also in their political, economic, and social lives. The rise of Islam led to a unified Southwest Asia, and the ELA: spread of Islam to Africa and throughout Asia enabled Islam to become one of the world’s great religions. Today, Page 190: Gr9/Gr10: 7B, 8A, 8B, over 1 billion people are Muslims. Assign several interested students to research scriptures from the Quran to 16A, 16C, 16D, 16E, 21B, 21C share with the class. You might ask other students to compare the teachings of the Quran to those followed by the Page 191: Gr9: 4D, 6A, 7A, 7D, 7F, faithful of other religions. L2 WH: 19A 7I, 8B; Gr10: 7H

190 Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11) CHAPTER 6 Section 1, 191–194 The Rise of Islam Guide to Reading 1 FOCUS Main Ideas People to Identify Reading Strategy • In the fifth and sixth centuries, the Ara- Muhammad, Bedouins, Khadija, Muslims Summarizing Information Create a dia- Section Overview bian Peninsula took on a new impor- gram like the one below to list the main Places to Locate This section explores the birth of tance as a result of the caravan trade. characteristics of the Islamic religion. Islam and identifies its basic • The religion of Islam arose in the Arabian Peninsula, Makkah, Madinah Your diagram can list more characteristics beliefs and practices. Arabian Peninsula, and its prophet was Preview Questions than this example. a man named Muhammad. 1. What was the role of Muhammad in Characteristics of Islam Key Terms the spread of Islam? BELLRINGER 2. What are the major beliefs and princi- sheikh, Quran, Islam, Hijrah, hajj, Skillbuilder Activity shari’ah ples of the religion of Islam? Project transparency and have Preview of Events students answer questions. ✦550 ✦575 ✦600 ✦625 ✦650 Available as a blackline master. 570 610 622 630 632 Muhammad Muhammad receives Muhammad and his followers journey to The people of Makkah Muhammad is born convert to Islam dies Daily Focus Skills Transparency the first message Madinah, a journey known as the Hijrah 6–1

Copyright © by The McGraw-Hill Companies, Inc. ANSWERS UNIT 1. accept them 2. “We make no distinction between any of them”.... 3. Answers may vary, but most important is belief 2 DAILY FOCUS SKILLS in one God. Chapter 6 TRANSPARENCY 6-1

The Rise of Islam 1 What does this Quran 2 What words tell you that 3 What is one belief that passage tell you about how Muslims do not view Jesus Muslims, Jews, and Muslims view the teachings as any more important than Christians share? of the Hebrew prophets the prophets? Voices from the Past and Jesus? Say O Muslims: We believe in God and that which is revealed unto us and that which was Allah speaks to Muslims through the Quran: revealed unto Abraham, and Ishmael, and Isaac, and Jacob, and the tribes, and that which Moses and Jesus received, and that God had helped you at Badr, when you were a contemptible little band. So fear which the Prophets received from their Lord. “ We make no distinction between any of them, God and thus show your gratitude. Remember when you said to the Believers: ‘Is it and unto Him we have surrendered. not enough for you that your Lord helped you with 3,000 angels sent down? Yes, and if you remain firm and aright, even if the enemy should come against you here in hot haste, your Lord would help you with 5,000 angels on the attack.’” —Muhammad and the Origins of Islam, F.E. Peters, 1994 Guide to Reading From ancient times, Southwest Asia has been the site of great empires. In the seventh century, a new empire was being built by the Arabs—a people who believed that Answers to Graphic: Characteristics their efforts were aided by Allah. of Islam: monotheistic, belief in after- Arabic illustration of angels life, must obey the will of Allah, Five The Arabs Pillars of Islam Like the Hebrews and the Assyrians, the Arabs Preteaching Vocabulary: Explain were a Semitic-speaking people who lived in the Persian Gulf the Hijrah. (The Hijrah is the journey Arabian Peninsula, a desert land sorely lacking in Arabian of Muhammad and his followers to rivers and lakes. The Arabs were nomads who, R e EGYPT d Peninsula S what is now the city of Madinah in e because of their hostile surroundings, moved con- a stantly to find water and food for their animals. Arabian order to gain acceptance for his Survival in such a harsh environment was not Sea teachings. The Hijrah occurred in easy, and the Arabs organized into tribes to help one A.D. 622, which became the year 1 in another. Each tribe was ruled by a sheikh (SHAYK) who was chosen from one of the Islamic calendar.) L2 WH: 19A, the leading families by a council of elders. Although each tribe was independent, 25C, 26A; ELA: Gr9/Gr10: 6A all the tribes in the region were loosely connected to one another.

CHAPTER 6 The World of Islam 191

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 6–1 • Daily Focus Skills Transparency 6–1 • Daily Lecture and Discussion Notes 6–1 • Guided Reading Activity 6–1 Multimedia WORLD HISTORY: Interactive Tutor Self-Assessment CD-ROM Page 190: 19A, 23A, 26D • Section Quiz 6–1 ® • Reading Essentials and Study Guide 6–1 ExamView Pro Testmaker CD-ROM Page 191: 1C, 19A, 25C, 26A, Presentation Plus! CD-ROM 26C–D

191 CHAPTER 6 Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C(10,11), WH26C(10,11) Section 1, 191–194 The Arabs lived as farmers and sheepherders on the orphan at the age of five. He grew up to become a oases and rain-fed areas of the Arabian Peninsula. caravan manager and married a rich widow named After the camel was domesticated in the first millen- Khadija, who was also his employer. nium B.C., the Arabs populated more of the desert. Over time, Muhammad became troubled by the 2 TEACH They also expanded the caravan trade into these growing gap between what he saw as the simple regions. Towns developed along the routes as the honesty and generosity of most Makkans and the Arabs became major carriers of goods between the greediness of the rich trading elites in the city. Deeply Indian Ocean and the Mediterranean, where the Silk worried, he began to visit the hills to meditate. Answer: caravan trade—a new Road ended. During one of these visits, Muslims believe, trade route from the Mediterranean Most early Arabs were polytheistic—they believed Muhammad received revelations from God. Accord- through Makkah to Yemen and by in many gods. The Arabs trace their ancestors to ing to Islamic teachings, the messages were given by ship across the Indian Ocean became Abraham and his son Ishmael, who were believed to the angel Gabriel, who told Muhammad to recite have built at Makkah (Mecca) the Kaaba (KAH• buh), what he heard. more popular because of political a house of worship whose cornerstone was a sacred Muhammad came to believe that Allah had disorder along old route stone, called the Black Stone. The Arabs recognized a already revealed himself in part through Moses and supreme god named Allah (Allah is Arabic for “God”), Jesus—and thus through the Hebrew and Christian but they also believed in other tribal gods. They traditions. He believed, however, that the final reve- revered the Kaaba for its association with Abraham. lations of Allah were now being given to him. The Arabian Peninsula took on a new importance Answers: when political disorder in Mesopotamia and Egypt 1. approximately 200 miles (333 km) made the usual trade routes in Southwest Asia too WH: 26C dangerous to travel. A safer trade route that went Southwest Asia in 2. Students should draw routes through Makkah to present-day Yemen and then by Muhammad’s Time, c. 600

along the Western border of the ship across the Indian Ocean became more popular. N Communities along this route, such as Makkah, W Arabian Peninsula; Mediterranean Black Sea C C E au a ca s prospered from the increased caravan trade. Tensions Constantinople su p S s i Aral Sea and Gulf of Aden WH: 11A M a t n Sea arose, however, as increasingly wealthy merchants s. S e °N showed less and less concern for the welfare of their ASIA MINOR a 40 M T e ig poorer clanspeople and slaves. s r o i p s SYRIA o R ta Daily Lecture and m . Reading Check Mediterranean i Explaining Why did the communi- Damascus E a Discussion Notes 6–1 Sea u p Baghdad PERSIA ties on the Arabian Peninsula prosper? h r Alexandria Jerusalem a te Copyright © by The McGraw-Hill Companies, Inc. s R Persepolis . 30°N P Daily Lecture and Discussion Notes EGYPT e r The Life of Muhammad N si Chapter 6, Section 1 i a l n e G R u Did You Know? Ramadan is an important holiday for Muslims. Into this world of tension stepped Muhammad. . Yathrib lf They fast from sunrise to sunset during Ramadan, the ninth month SAHARA R of the year. Because the beginning and end of Ramadan are e (Medina) d declared when a trustworthy witness testifies before the authorities Born in Makkah to a merchant family, he became an S that the new moon has been sighted, a cloudy sky can delay or pro- e long the fast. a 0 500 miles Makkah ARABIAN (Mecca) ° I. The Arabs (pages 191–192) A modern caravan in 0 500 kilometers 20 N A. The Arabs were a nomadic, Semitic-speaking people who lived in the Arabian PENINSULA Peninsula, a harsh desert with little water. The hostile surroundings made the Arabs the Niger desert Lambert Azimuthal move continually to water and feed their animals. Equal-Area projection B. Arabs organized into loosely connected, independent tribes to help each other with their difficult lives. A sheikh, chosen from a leading family by a council of elders, led Eastern Roman Empire YEMEN Arabian Persian Empire Sea den ulf of A Hijrah, 622 40°E50G °E Guided Reading Activity 6–1

Name Date Class

Guided Reading Activity 6-1

The Rise of Islam Islamic teachings and Muhammad’s influence reshaped the DIRECTIONS: Answer the following questions as you read Section 1. geography and politics of the Arab world. 1. What language did the Arabs speak and where did they live? 1. Interpreting Maps Calculate the distance from 2. How were Arabian tribes ruled and how were the rulers selected? Makkah to Yathrib, using the map’s scale. 3. What accomplishment made it possible for the Arabs to begin to take part in the cara- 2. Applying Geography Skills Draw a new map, van trade? inserting the trade routes that passed through Makkah. 4. What object from outer space became an object of worship among the Arabs? What bodies of water did these routes link?

COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY Creating a Map Southwest Asia is the birthplace of three major world religions—Judaism, Chris- tianity, and Islam. Each of these religions has its respective holy place in Jerusalem—the Western ELA: Wall, the Church of the Holy Sepulchre, and the Dome of the Rock. Organize the class into three Page 192: Gr9/Gr10: 6A, 8B, 10B, groups, and assign each group to research and report on one of these holy places. Ask students 19B, 20B to provide a diagram of the city of Jerusalem and show the location of their assigned holy place. Page 193: Gr9/Gr10: 8B, 10B, 19B, Encourage students to show drawings or copies of photographs as well. After the reports and 20B maps have been presented, Ask: Why is it significant that these sites are all in the same city? What problems have their locations created? L2 WH: 2A, 19A–B, 25B–C, 25E, 25H, 26D; ELA: Gr9/Gr10: 4B–C, 9A, 192 13B–E Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), US24A(11) CHAPTER 6 Section 1, 191–194 Out of these revelations, which were eventually written down, came the Quran, the holy book of the religion of Islam. (The word Islam means “peace History through submission to the will of Allah.”) The Quran contains the ethical Answer: Answers will vary but may guidelines and laws by which the fol- include that the text is more ornately lowers of Allah are to live. Those who decorated than contemporary reli- practice the religion of Islam are called gious books. Muslims. Islam has only one God, Allah, and Muhammad is God’s prophet. After receiving the revelations, Muhammad returned home and Answer: It is considered to be the reflected upon his experience. His wife, Khadija, urged him to follow Gabriel’s final revelations of Allah, out of message, and she became the first con- which came the Quran. vert to Islam. Muhammad then set out to convince the people of Makkah of the History truth of the revelations. ; (See page 992 to read excerpts from Muhammad’s Wife Remembers the Prophet This page from the Quran dates from the four- in the Primary Sources Library.) teenth century. The text is handwritten, and the In what way was the creation of the People were surprised at his claims to be a pages are decorated with gold leaf. How does Islamic community a turning point in prophet. The wealthy feared that his attacks on cor- this compare to current religious books you history? (It politically unified the rupt society would upset the established social and may have seen? Arabs and enabled them to spread political order. After three years of preaching, he had Islam to other parts of Southwest only 30 followers. Asia and the world.) L3 WH: 19A, Muhammad became discouraged by the persecu- Islam. During a visit to the Kaaba, Muhammad 25C; ELA: Gr9: 7I; Gr10: 7H tion of his followers, as well as by the failure of the declared it a sacred shrine of Islam. Two years after Makkans to accept his message. He and some of his his triumphal return to Makkah, Muhammad died, closest supporters left Makkah and moved north to just as Islam was beginning to spread throughout the Yathrib, later renamed Madinah (Medina; “city of the Arabian Peninsula. All Muslims are encouraged to prophet”). The journey of Muhammad and his fol- make a pilgrimage to Makkah, known as the hajj lowers to Madinah is known as the Hijrah 3 ASSESS (HAJ), if possible. (HIH•jruh). The year the journey occurred, 622, Assign Section 1 Assessment as became year 1 in the official calendar of Islam. Reading Check Identifying What was the signifi- homework or as an in-class Muhammad soon began to win support from peo- cance of the message given to Muhammad by Gabriel? activity. ple in Madinah, as well as from Arabs in the desert, known as Bedouins. From these groups, he formed Have students use Interactive the first community of practicing Muslims. The Teachings of Muhammad Tutor Self-Assessment CD-ROM. Muslims saw no separation between political and Like Christianity and Judaism, Islam is mono- religious authority. Submission to the will of Allah theistic. Allah is the all-powerful being who created meant submission to his prophet, Muhammad. For the universe and everything in it. Islam emphasizes Section Quiz 6–1 this reason, Muhammad soon became both a reli- salvation and offers the hope of an afterlife. Those Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ gious and a political leader. His political and military who desire to achieve life after death must subject ✔ Chapter 6 Score skills enabled him to put together a reliable military themselves to the will of Allah. Section Quiz 6-1

DIRECTIONS: Matching Match each item in Column A with the items in Column B. force to defend himself and his followers. His mili- Unlike Christianity, Islam does not believe that its Write the correct letters in the blanks. (10 points each) Column A Column B tary victories against the Makkans began to attract first preacher was divine. Muhammad is considered 1. Arabic name for God A. Bedouins 2. one of the Five Pillars of Islam B. sheikh large numbers of supporters. a prophet, similar to Moses, but he was also a man 3. tribal ruler C. Makkah 4. city of the Kaaba D. Allah In 630, Muhammad returned to Makkah with a like other men. Muslims believe that because human 5. desert arabs E. pilgrimage

DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best force of ten thousand men. The city quickly surren- beings rejected Allah’s earlier messengers, Allah sent completes the statement or answers the question. (10 points each) 6. Muhammad’s journey to Yathrib is called the dered, and most of the townspeople converted to his final revelation through Muhammad. A. Hijrah. C. shari’ah.

CHAPTER 6 The World of Islam 193 Reteaching Activity Have students list the Five CRITICAL THINKING ACTIVITY Pillars of Islam. L1 ELL Compare and Contrast Have students practice their ability to compare and contrast by asking them to make charts that describe the defining characteristics of Judaism, Christianity, and Islam. The charts might include such items as the form of worship, places of worship, prophets, religious leaders, attitudes toward wealth and social responsibility, views on slavery, transfer of religious WORLD HISTORY: authority, and separation of church and state. During a class discussion, ask students to state simi- Page 192: 11A–B, 19A, 25I, 26A, larities and differences among the three religions. L2 WH: 2A, 19A–B, 25B–C, 25E; ELA: Gr9/10: 4B–C, 26C 9A, 13B–E,16F Page 193: 19A, 20B

193 CHAPTER 6 Section 1, 191–194 The Five Pillars of Islam Belief Prayer Charity Fasting Pilgrimage (Shahaadatayn) (Salaah) (Zakaah) (Siyaam) (Hajj)

Answers: 1. more commandments than pillars; both deal with worship of Believing there is Performing the Giving part of Refraining from Making a God; both are specific and clear no deity but the prescribed one’s wealth to food and drink pilgrimage to One God, and prayers five the poor from dawn Makkah once in 2. belief, prayer, fasting, pilgrimage Muhammad is times a day (”giving alms”) to sunset a lifetime and charity; develop a spiritual his messenger through the life and relationship with others month of Ramadan Muslims practice acts of worship called the Five Pillars of Islam. Quran 1. Compare and Contrast How do the Five Pillars of Islam differ from the Ten Com- Answer: All three are monotheistic; mandments? How are they similar? all three have prophets; all three Islam is a direct and simple faith, stressing the need 2. Describing What behaviors are encouraged have laws that believers must obey to obey the will of Allah. This means practicing acts of by the Five Pillars of Islam? (the Ten Commandments of Judaism worship known as the Five Pillars of Islam. The faith- and Christianity, the Five Pillars of ful who follow the law are guaranteed a place in an The shari’ah does not separate religious matters from eternal paradise. Islam). Like Christianity, Islam offers civil or political law. Islam is not just a set of religious beliefs but a way the hope of salvation and an afterlife. Believers are expected to follow sound principles of life as well. After Muhammad’s death, Muslim for behavior. In addition to acts of worship called the scholars developed a law code known as the shari’ah Five Pillars, Muslims must practice honesty and jus- Reading Essentials and (shuh•REE•uh). It provides believers with a set of tice in dealing with others. Muslims are forbidden to Study Guide 6–1 practical laws to regulate their daily lives. It is based gamble, eat pork, drink alcoholic beverages, or on scholars’ interpretations of the Quran and the engage in dishonest behavior. Family life is based on Name Date Class example set by Muhammad in his life. The shari’ah marriage. Reading Essentials and Study Guide applies the teachings of the Quran to daily life. It reg- Chapter 6, Section 1 ulates all aspects of Muslim life including family life, Reading Check Comparing How is Islam similar to For use with textbook pages 191–194 THE RISE OF ISLAM business practice, government, and moral conduct. Christianity and Judaism? KEY TERMS sheikh the ruler of an Arab tribe (page 191) Quran the holy scriptures of Islam (page 193) Islam (“submission to the will of Allah”) the religion founded by Muhammad (page 193) Hijrah the journey of Muhammad and his followers to Madinah (page 193) hajj a pilgrimage to Makkah, one of the Five Pillars of Islam (page 194) shari’ah a set of laws followed by Muslims (page 194)

DRAWING FROM EXPERIENCEII Does your community have many churches? What religions do these churches represent? How do you think people decide what religion to follow? Checking for Understanding Critical Thinking Analyzing Visuals This section focuses on the development and beliefs of Islam.

ORGANIZING YOUR THOUGHTSII 1. Define sheikh, Quran, Islam, Hijrah, 6. Discuss What problems did Muham- 8. Examine the picture of the Quran on Use the time line below to help you take notes. Identify five important events in the development of Islam. hajj, shari’ah. mad encounter while trying to spread page 193 of your text. How does the the message of Islam? design of this book reflect the impor- 2. Identify Allah, Muhammad, Khadija, tance of Muhammad’s words? Muslims, Bedouins. 7. Organizing Information Create a chart like the one below showing the 3. Locate Arabian Peninsula, Makkah, changes that Islam brought to the peo- Madinah. ples of the Arabian Peninsula. 4 CLOSE 9. Descriptive Writing Imagine that 4. Describe the importance of the Islam is not only a religion, it is a Early Arabs Islam shari’ah on the daily life of a Muslim. you are a former Bedouin who now way of life and a system of gov- lives in Makkah. Write a letter to ernment. Ask students to sum- 5. List the Five Pillars of Islam. your Bedouin cousin describing how marize the origins of Islam, its your life has changed since the move to the city. central ideas, and the reasons for its expansion. Then compare Islam to a religion or philosophi- 194 CHAPTER 6 The World of Islam cal tradition studied in earlier chapters. L2 WH: 19A 1. Key terms are in blue. WH: 26A; 6. Some thought he was insane; oth- Five Pillars of Islam; shari’ah WH: ELA: Gr9/Gr10: 6A ers feared he would upset the 26C–D; ELA: Gr9/Gr10: 4D, 7D 2. Allah (p.192); Bedouins (p.193); established order. WH: 19A 8. lavish illustration; use of circles Muhammad (p.192); Khadija 7. Early Arabs: polytheistic religion; and boxes make words stand out ELA: Page 194: Gr9/Gr10: 1A–B, (p.192); Muslims (p.193) ELA: Allah the chief god of many; each on page WH: 20B, 26C; ELA: 4A–B, 4D, 4F, 6A, 7B–D, 7I, 8B, Gr9/Gr10: 10B tribe worshiped a black stone; Gr9/Gr10: 19B, 20B 10A–B, 19B, 20B; Gr10: 7H; Page 3. See chapter maps. WH: 12A Islam: monotheistic; Allah the only 9. Answers will vary. ELA: 195: Gr9/Gr10: 7B, 8B–C, 9A, 10B 4. regulates the daily lives of Muslims god; belief in an afterlife; no sepa- Gr9/Gr10: 1A–B, 4A–B, 4F WH: 19A ration between political and reli- 194 5. See chart above. WH: 19A gious authority; follow Allah’s will; Social Studies TAKS tested at Grades 10/11: Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11)

TEACH Analyzing Primary Sources A Pilgrimage to Makkah Remind students that the life of the Arab sheikhs was not glam- THE PILGRIMAGE TO orous or luxurious, as has been Makkah is one of the Five portrayed in many romantic Pillars of Islam and is the novels and movies. Guide stu- duty of every Muslim. In dents in a discussion of stereo- this selection, Ibn Jubayr, a types they may have about the twelfth-century Spanish Muslim, describes the final Arab nomadic tribes and con- destination in his pilgrim- trast those with information age—the Black Stone, provided in the text. which resides in the Kaaba Have students compute the at Makkah. distance between Makkah and Madinah. (Madinah is 300 miles “The blessed Black Stone [500 km] north of Makkah by is encased in the corner [of the Kaaba] facing east. The coastal roadways.) depth to which it penetrates Muhammad left Makkah in it is not known, but it is said A.D. 622 with only thirty follow- to extend two cubits into the ers that he had gathered after wall. Its breadth is two-thirds three years. Eight years later he of a span, its length one returned to Makkah with an span and a finger joint. It has four pieces, joined army of 10,000. Ask students to together, and it is said that it propose ways Muhammad was the Qarmata—may God Muslim pilgrims circle the Kaaba, which holds the Black Stone. gained so many followers in curse them—who broke it. Its such a short period of time. edges have been braced with a sheet of silver Concerning this white mole, there is a tradition that (Remind students that Muhammad whose white shines brightly against the black sheen he who looks upon it clears his vision, and when was both a religious and a political and polished brilliance of the Stone, presenting the kissing it one should direct one’s lips as closely as leader.) observer a striking spectacle which will hold his one can to the place of the mole.” gaze. The Stone, when kissed, has a softness and —Ibn Jubayr, Describing the Black Stone The religion of Islam has moistness which so enchants the mouth that he gained followers throughout the who puts his lips to it would wish them never to be Analyzing Primary Sources centuries. In the year 2000, there removed. This is one of the special favors of Divine were about 1.1 billion Muslims Providence, and it is enough that the Prophet—may 1. What are the unique properties of the in the world, living mainly in God bless and preserve him—declared it to be a Black Stone? Iran, Iraq, Saudi Arabia, Yemen, covenant of God on earth. May God profit us by the 2. What is the significance of the Black kissing and touching of it. By His favor may all who Jordan, Lebanon, Syria, Oman, Stone? Qatar, Bahrain, Albania, Bosnia, yearn fervently for it be brought to it. In the sound 3. What are the three units of measure- piece of the stone, to the right of him who presents ment used in this source? Turkey, the Central Asian himself to kiss it, is a small white spot that shines republics, Kuwait, the United and appears like a mole on the blessed surface. Arab Emirates, Egypt, Morocco, Algeria, Tunisia, Libya, Maurita- nia, Pakistan, Afghanistan, Sudan, Bangladesh, Malaysia, and 195 Indonesia. About 3 million Muslims live in the United ANSWERS TO ANALYZING PRIMARY SOURCES States. L2 WH: 2A, 25C; ELA: Gr9/Gr10: 16B 1. The Black Stone is composed of four pieces, joined 2. In Islam, the stone is blessed and represents a together and braced with a sheet of silver. A white covenant (agreement or promise) of God. In other spot, or mole, shines on the surface. Brilliantly pol- words, it is evidence of God’s providence. Kissing the ished, the stone draws people to it. When kissed, the stone blesses the pilgrim. According to tradition, if a WORLD HISTORY: stone has an enchanting softness and moistness that pilgrim looks upon the stone’s white mole, he clears Page 194: 12A, 19A, 20B, 26A, is very appealing. People who kiss or touch the stone his vision. are thought to benefit by doing so. 3. cubits, span, finger joint 26C–D Page 195: 19A, 25B–C

195 CHAPTER 6 Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11) Section 2, 196–202 The Arab Empire 1 FOCUS and Its Successors Section Overview This section explores the growth Guide to Reading and expansion of Islam under Main Ideas People to Identify Reading Strategy the early caliphs after Muham- • After Muhammad’s death, his successor Abu Bakr, Mu’awiyah, Hussein, Harun Compare and Contrast Use a chart to mad’s death. organized the Arabs and set in motion a al-Rashid, Saladin compare and contrast the characteristics great expansion. of the early caliphs with the caliphs of the • Internal struggles weakened the empire Places to Locate Umayyad and Abbasid dynasties. BELLRINGER and, by the close of the thirteenth cen- Syria, Damascus, Baghdad, Cairo tury, the Arab Empire had ended. Preview Questions Skillbuilder Activity Early Caliphs Caliphs of the Umayyad What major developments occurred Key Terms 1. and Abbasid dynasties Project transparency and have caliph, jihad, Shiite, Sunni, vizier, sultan, under the Umayyads and Abbasids? mosque 2. Why did the Umayyad and the students answer questions. Abbasid dynasties fall? Available as a blackline master. Preview of Events ✦700✦600 B.C. ✦✦700600 B.C. ✦800✦500 B.C. ✦900✦400 B.C.✦1000 ✦300 B.C.✦1100 ✦200✦ B.C.1200 ✦100✦1300 B.C. Daily Focus Skills Transparency 6–2 632 732 750 1055 1258 Abu Bakr becomes Arab forces are defeated The Abbasid dynasty The Seljuk Turks capture Baghdad and The Abbasid dynasty Copyright © by The McGraw-Hill Companies, Inc. ANSWERS UNIT 1. Umayyad 2. 500 3. A.D.680 2 DAILY FOCUS SKILLS Chapter 6 TRANSPARENCY 6-2 the first caliph at the Battle of Tours comes to power take command of the Abbasid Empire comes to an end

The Arab Empire and Its Successors 1 Which Muslim dynasty was 2 About how many years did 3 Muslims split into two main in power in A.D. 732 when the Abbasid dynasty last? sects—Shiite and Sunni— Arab forces were defeated after a revolt led by in Gaul halting Arab Hussein, in what year? expansion in Europe?

Spread of Islam, A.D. 500 to 1258

A.D. 500 A.D. 700 A.D. 900 A.D. 1100 A.D. 1300

570 661–750 750–1258 Birth of Umayyad dynasty Abbasid dynasty Voices from the Past Muhammad 680 Hussein led battle against Umayyad rule After the death of Muhammad, a caliph became the secular and spiritual leader of the Islamic community. As the empire grew, caliphs became more like kings or emper- ors, as described by this thirteenth-century Chinese traveler: “The king wears a turban of silk brocade and foreign cotton stuff. On each new Guide to Reading moon and full moon he puts on an eight-sided flat-topped headdress of pure gold, set with the most precious jewels in the world. His robe is of silk brocade and is bound Answers to Graphic: Early Caliphs: around him with a jade girdle. On his feet he wears golden shoes. . . . The king’s unified Arabs; greatly expanded terri- throne is set with pearls and precious stones, and the steps of the throne are covered tory; large, dedicated army; tolerant with pure gold. The various vessels and utensils around the throne are of gold or silver, and precious pearls are knotted in the screen behind it. In great court ceremonies to people in conquered territories; the king sits behind this screen. did not force subjects to convert to ” —Chau Ju-Kua: His Work on the Chinese and Arab Trade in the Twelfth and Islam; Caliphs of the two dynasties: Thirteenth Centuries, Fredrick Hirth and W.W. Rockhill, trans., 1966 Interior courtyard of the caliphate made hereditary; further Alhambra in Granada, Spain The jewels and finery of the Arab rulers were indications of the strength and power territorial expansion; new capitals of the growing Arab Empire. established; trade and learning flourished; growing prosperity; bureau- Creation of an Arab Empire cracy grew more complex; fighting Muhammad had been accepted as both the political and religious leader of the over succession to the caliphate Islamic community. The death of Muhammad left his followers with a problem: Preteaching Vocabulary: Explain Muhammad had never named a successor. Although he had several daughters, he

the significance of jihad to the Islamic 196 CHAPTER 6 The World of Islam religion. L2 WH: 19A, 25C SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 6–2 • Daily Focus Skills Transparency 6–2 • Daily Lecture and Discussion Notes 6–2 ELA: • Guided Reading Activity 6–2 Multimedia Page 196: Gr9/Gr10: 4D, 6A, 7A, Interactive Tutor Self-Assessment CD-ROM • Section Quiz 6–2 ® 7D, 7F, 7H–I, 8B • Reading Essentials and Study Guide 6–2 ExamView Pro Testmaker CD-ROM Page 197: Gr9/Gr10: 8B, 19B, 20B Presentation Plus! CD-ROM

196 Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C(10,11), WH26C(10,11) CHAPTER 6 Section 2, 196–202 had left no son. In a male-oriented society, who of the Byzantine province of HISTORY would lead the community of the faithful? Syria. By 642, Egypt and Shortly after Muhammad’s death, some of his other areas of northern Web Activity Visit closest followers chose Abu Bakr (uh•BOO Africa had been added to the Glencoe World BA•kuhr), a wealthy merchant and Muhammad’s the new Arab Empire. To History Web site at 2 TEACH father-in-law, to be their leader. He was named caliph the east, the Arabs had con- tx.wh.glencoe.com and (KAY•luhf), or successor to Muhammad. quered the entire Persian click on Chapter 6– Empire by 650. Student Web Activity Arab Conquest Under Abu Bakr’s leadership, the The Arabs, led by a series to learn more about the Islamic movement began to grow. As the Romans of brilliant generals, had practice of hajj. Answers: had slowly conquered Italy, so also the Muslims put together a large, dedi- 1. The expansion provided Islamic expanded over Arabia, and beyond. cated army. The courage of the Arab soldiers was territories better access to trade— Muhammad had overcome military efforts by the enhanced by the belief that Muslim warriors were in expanding almost out to India, early Makkans to defeat his movement. The Quran assured a place in Paradise if they died in battle. they would have much better permitted fair, defensive warfare as jihad (jih• access to Indian and Chinese HAHD), or “struggle in the way of God.” Muham- Arab Rule Early caliphs ruled their far-flung empire goods; larger empires are more mad’s successors expanded their territory. from Madinah. After Abu Bakr died, problems arose secure. WH: 11B Unified under Abu Bakr, the Arabs began to turn over who should become the next caliph. There were the energy they had once directed toward each other no clear successors to Abu Bakr, and the first two against neighboring peoples. At Yarmuk in 636, the caliphs to rule after his death were assassinated. Arab army defeated the Byzantine army in the midst In 656, Ali, Muhammad’s son-in-law, was chosen to Daily Lecture and of a dust storm that enabled the Arabs to take their be caliph, but he too was assassinated after ruling for Discussion Notes 6–2 enemy by surprise. Four years later, they took control five years.

Daily Lecture and Discussion Notes Spread of Islam, 632–750 Chapter 6, Section 2 Did You Know? According to Islam, the duty of jihad—a religious duty imposed on Muslims to spread Islam by waging war—can be fulfilled in four ways: by the heart, by the tongue, the hand, and the sword. Jihad has come to denote any conflict waged Tours Da for principle or belief. nub Aral e R Sea . I. Creation of an Arab Empire (pages 196–198) FRANCE A. Muhammad’s death left his followers with a problem of succession. He had no son, and his daughters could not lead in such a male-dominated society. Some of Muhammad’s closest followers chose Abu Bakr, Muhammad’s father-in-law. He was named caliph, or successor to Muhammad. SPAIN C B. Islam grew under Abu Bakr. Muslims expanded over Arabia and beyond. Muhammad a had used the Arabic custom of raiding one’s enemies. To spread the movement, Abu sp Black Sea i Bakr did as well. The Quran calls this activity “struggle in the way of God,” or jihad. C´ordoba a Abu Bakr warred on neighboring peoples. By 650, Egypt, the Byzantine province of n Syria, and the Persian Empire were part of the Arab Empire. Strait of Constantinople S C. e The Arabs were fierce fighters led by brilliant generals. Military courage was enhanced Gibraltar GRANADA a by the belief that a warrior killed in battle was assured a place in Paradise.

D. The first two caliphs to rule after Abu Bakr’s death were killed. In 656, Muhammad’s I

ASIA MINOR T n son-in-law, Ali, became caliph, but he was also assassinated after ruling for five years. ig d r E. Arab administrators were tolerant in their conquered territories. Some places retained is u M s local governments, and no one was forced to convert to Islam. Those who did not con- e R MOROCCO E so . R vert were required to be loyal to Muslim rule and pay taxes. TUNISIA u po SYRIA p tam IRAQ . hra ia tes PERSIA Discussion Question Mediterranean Sea R. Baghdad Where do you see a difference between Islam and Christianity? (Answers will vary. Accept Damascus any answer that shows an understanding of the two religions. One good answer is that Jesus’ Yarmuk message is inconsistent with assuring those who die in battle a place in Paradise.) Jerusalem Karbala INDIA P II. The Umayyads (pages 198–199) PALESTINE e Cairo rs A. In 661 the general Mu’awiyah became caliph. He was a rival of Ali, and was known ia F for one major virtue: he used force only if necessary. He made the office of caliph n G C O (caliphate) hereditary and began the Umayyad dynasty. Since he had been governor of AFRICA u OPI Syria, he moved the capital of the Arab Empire from Madinah to Damascus. lf TR CER EGYPT CAN turn ° 20 N 0 500 miles Madinah (Medina)

0 500 kilometers R . e Lambert Azimuthal Equal-Area projection R d e Makkah (Mecca) l S i e N N a Guided Reading Activity 6–2 ARABIA Arabian E Sea W Name Date Class S ° Guided Reading Activity 6-2 10 N Islamic territory at The Arab Empire and Its Successors 60°E DIRECTIONS: As you are reading the section, decide if a statement is true or false. Write T if Muhammad's death, 632 the statement is true or F if the statement is false. For all false statements write a corrected After Muhammad’s death, the territory included in the Arab Islamic expansion, 632–661 statement.

Empire more than doubled. 1. Muhammad left clear instructions as to who would succeed him at death. Islamic expansion, 661–750 1. Applying Geography Skills How did the Arabs bene- 2. Raiding one's enemies was known in the Quran as the “struggle in the way of Byzantine Empire, 750 God” or jihad. fit from expansion? Battle 3. The courage of the Arab soldiers was enhanced by the fact that they had superi- or weapons to most of their enemies. CHAPTER 6 The World of Islam 197

CRITICAL THINKING ACTIVITY Explaining A serious weakness of any system of government or rule based upon a single person is the transfer of authority upon the death or incapacity of that person—whether it be a dictator, emperor, monarch, or general. The tendency is always toward civil war and an internal power struggle, which often invites attack from outside. Constitutional governments, in theory, offer pro- WORLD HISTORY: tection against this, since they create distinct rules of succession. In constitutional governments Page 196: 1C, 7A, 19A, 25C, 26A, power must be transferred at fixed intervals according to clearly defined rules. As a current events 26C–D project, have students explain the impact of constitutional systems of government on significant Page 197: 7A, 11B, 19A, 26A, 26C world political developments. L2 WH: 15A 197 Social Studies TAKS tested at Grades 10/11: Obj 2: WG1A(10,11), WH12B(10); Obj 3: WG18A(10) CHAPTER 6 Obj 5: 8.30A(10), WH25C(10), US24A(11), US24B(11) Section 2, 196–202 In the conquered territories, Arab administrators family. In doing this, he established the Umayyad were quite tolerant, sometimes even allowing local (oo•MY•uhd) dynasty. He then moved the capital of officials to continue to govern. The conquered people the Arab Empire from Madinah to Damascus, in Syria. were not forced to convert to Islam. Those who chose Answer: Abu Bakr not to convert were required only to be loyal to Mus- Umayyad Conquests At the beginning of the lim rule and to pay taxes. eighth century, Arab armies conquered and converted the Berbers, a pastoral people living along the Reading Check Identifying Who was the first caliph Mediterranean coast of northern Africa. to unify the Arabs and begin an expansionist movement? Around 710, combined Berber and Arab forces crossed the Strait of Gibraltar and occupied southern The Umayyads Spain. By 725, most of Spain had become a Muslim state with its center at Córdoba. In 732, however, Answer: Answers will vary, depending In this section, you will learn how Arab forces were defeated at the Battle of Tours in on current events. Arab forces were defeated by the Frankish army at the Gaul (now France). Arab expansion in Europe came Battle of Tours in 732. While Spain remained under to a halt. Muslim rule, this battle marked the end of Arab expan- In 717, another Muslim force had launched an attack sion into Europe. on Constantinople with the hope of defeating the Byzan- In 661, the general Mu’awiyah (moo•UH• tine Empire. The Byzantines survived, however, by wee•uh), the governor of Syria and one of Ali’s destroying the Muslim fleet. This created an uneasy Many historians believe that the chief rivals, became caliph. He was known for one frontier in southern Asia Minor between the Byzantine defeat of the Arabs at the Battle of outstanding virtue: he used force only when Empire and the Islamic world. Tours in 732 marked a critical point in absolutely necessary. As he said, “I never use my The Arab advance had finally come to an end, but not European history. Guide students in a sword when my whip will do, nor my whip when before the southern and eastern Mediterranean parts of discussion of the importance of this my tongue will do.” the old Roman Empire had been conquered. Arab battle, which was fought halfway Mu’awiyah moved quickly to make the office of power also extended to the east in Mesopotamia and between Tours and Poitiers, France. caliph, called the caliphate, hereditary in his own Persia and northward into central Asia. (If the Franks had not stopped the Muslims, it is possible that western Europe would have become Islamic, rather than Christian.) L3 WH: 25C, 25H; ELA: Gr9/Gr10: 7F–H

The Conflict between Sunnis and Shiites Ali, Muhammad’s son-in-law, were the true leaders of Islam. Sunnis did not all agree with Umayyad rule but Critical Thinking In 1980, a brutal and bloody war erupted between accepted the Umayyads as rulers. Over the years, Shiites Iran and Iraq. Border disputes were one cause of the The Quran and the Arabic lan- developed their own body of law, which differed from war, but religious differences were another. guage were the unifying, com- that of the Sunni majority. Both Iranians and Iraqis are Muslims. The Iranians are mon bonds of the Islamic world. Most Muslims today are Sunnis, although Shiites form largely Shiites. Although the Iraqi people are mostly Shi- majorities in both Iran and Iraq. Shiite minorities con- Ask students to write a position ites as well, the ruling tinue to exist in Turkey, Syria, Lebanon, India, Pakistan, paper stating whether these two groups in the country are and east Africa. Sunnis. During the war, factors alone are sufficient to The success of the Iranian Revolution in 1978–1979, Iran hoped to defeat Iraq maintain political and religious led by the Ayatollah Khomeini (koh•MAY•nee), resulted by appealing to the Shiite institutions. Students might also in a noticeable revival of Shiism in Iran and in parts of majority in Iraq for sup- the Islamic world adjacent to Iran. The separation debate this issue in class. L1 WH: port. The attempt largely between Shiite and Sunni Muslims still exists. 25C, 25H; ELA: Gr9/Gr10: 4C, 4E–F failed, however. The clash between Shi- ites and Sunnis goes back to the seventh century. The Shiites believed that Research the current relationship between Iraq and only the descendants of Iran. Has the conflict between the Shiites and the Sunnis changed in any way since the war of 1980? ᮤ Iran-Iraq War, 1981

MEETING INDIVIDUAL NEEDS Visual/Kinesthetic Assign students to design and draw the floor plan of a place of worship or to design and create a segment of a decorative wall in either a Byzantine church or a Muslim mosque. Ask students to list the materials they would use to construct their projects if they were real. Display the resulting pieces in class, and ask each student to explain the inspiration and think- ELA: Page 198: Gr9/Gr10: 4C, 7E, ing that led to the development of the design. Ask how religious beliefs of a group can inspire 8B, 10B, 13B, 13D; Page 199: artistic expression and how religious restraints can affect its artistic expression. L2 WH: 19A–B, Gr9/Gr10: 8B, 10B, 19B, 20B 20A–B, 25B, 25E, 25H, 26D; ELA: Gr9/Gr10: 13B–E Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities 198 in the TCR. Social Studies TAKS tested at Grades 10/11: Obj 2: 8.10B(10), US8B(11); Obj 5: WG21C(10,11), WH26C(10,11) CHAPTER 6 Section 2, 196–202 Abbasid Empire, 800

anu D be R. Aral 40 °N Sea N Answer: struggles for succession; C a s E p W struggles between Arabs and non- Black Sea ia n S S Arab Muslims; struggles between BYZANTINE e EMPIRE a

I Shiite Muslims and Sunni Muslims n

T d ig u r i s s PERSIA R TUNISIA R . M SYRIA . edi 30 ter E Baghdad °N ra u nea Damascus p n Se h a r IRAQ at INDIA Jerusalem es R. P Answers: PALESTINE er si EGYPT an C OF 1. better placed for trade (river and AFRICA Gu OPI lf TR CER CAN caravan traffic) WH: 12B–C Madinah (Medina) R 2. harsh desert climates, safe land e ° . d 70 E 20° R N e S and water routes; Venn diagrams il e Makkah (Mecca) Abbasid Empire during reign a N Arabian should show that the Abbasids of Harun al-Rashid, A.D. 800 Sea Abbasid capital 0 500 miles ruled more of the Arabian Penin- Former Umayyad capital 0 500 kilometers sula, but the Romans held the Trade route through Baghdad Lambert Azimuthal Equal-Area projection Byzantine Empire as well as some 40°E 50°E 60°E of the other European territories (e.g., present-day France and Spain). WH: 25C A Split in Islam In spite of Umayyad successes, The Abbasid dynasty lasted 500 years and saw a period of internal struggles threatened the empire’s stability. rising prosperity as Baghdad became the center of an enor- Many Muslims of non-Arab background, such as mous trading empire. Connecting to the Past Persians and Byzantines, did not like the way local 1. Interpreting Maps What geographical factors would administrators favored the Arabs. have influenced the placement of the Abbasid capital? After students have read about An especially important revolt took place in 2. Applying Geography Skills Compare this map to the the conflict between the Sunni present-day Iraq early in the Umayyad period. It was one on page 160 showing the Roman Empire at its and Shiite Muslims, ask students led by Hussein (hoo•SAYN), second son of Ali—the height. Identify the geographic factors that would have if they are aware of any long- son-in-law of Muhammad. influenced the expansion of both empires. Create a Venn standing feuds, either in stories Hussein encouraged his followers to rise up diagram to compare and contrast the geography of the against Umayyad rule in 680. He set off to do battle, Roman and the Abbasid Empires. they have read or in their per- but his soldiers defected, leaving him with an army of sonal experiences. Ask them to 72 warriors against 10,000 Umayyad soldiers. Hus- describe these feuds and compare sein’s tiny force fought courageously, but all died. them to the split between the This struggle led to a split of Islam into two The Abbasid Dynasty Sunni and Shiite Muslims. L1 WH: groups. The Shiite (SHEE•YT) Muslims accept only 2A, 19A, 25C, 25H; ELA: Gr9/10: 7F–I the descendants of Ali as the true rulers of Islam. The Resentment against Umayyad rule grew. As men- Sunni (SU•NEE) Muslims did not all agree with tioned, non-Arab Muslims resented favoritism Umayyad rule but accepted the Umayyads as rulers. shown to Arabs. The Umayyads also helped bring Critical Thinking This political split led to the development of two about their own end by their corrupt behavior. In Although Muslim factions branches of Muslims that persists to the present. The 750, Abu al-Abbas, a descendant of Muhammad’s engaged in continual fighting Sunnis are a majority in the Muslim world, but most uncle, overthrew the Umayyad dynasty and set up over the caliphate, the fighting Abbasid dynasty, of the people in Iraq and neighboring Iran consider the (uh•BA•suhd) which lasted did not stop the expansion or until 1258. themselves to be Shiites. limit the power of the Islamic Reading Check Evaluating What weakness in Arab Abbasid Rule In 762, the Abbasids built a new cap- Empire. Ask students why Islam rule led to revolts against the Umayyads? ital city at Baghdad, on the Tigris River, far to the east remained so strong. (no separation between church and state, the CHAPTER 6 The World of Islam 199 military forces of the Muslims) L2 WH: 19A, 25C, 25H; ELA: Gr9: 7I; CRITICAL THINKING ACTIVITY Gr10: 7H Making Inferences During a class discussion, ask students to list reasons for the decline of the Umayyads and the rise of the Abbasids. After you have listed several reasons on the chalkboard, have each student choose what he or she believes to be the most important reason and ask each student to write two paragraphs defending that position. Select the best paragraphs to be read WORLD HISTORY: aloud in class. (decline of Umayyads: internal dissent due to favoritism toward Arabs, military Page 198: 1B, 2A, 7A, 17A, 19A–B, defeats, split in Islam, corrupt behavior; rise of Abbasids: split in Islam, uprising of non-Arab Mus- 25B–C, 25E lims, creation of new capital; increased trade, new cultural outlook) L2 WH: 25E, 25H, 26D; ELA: Page 199: 7A, 11B, 12C, 26C Gr9/Gr10: 1A–B, 16F 199 CHAPTER 6 Section 2, 196–202 of the Umayyad capital at Damascus. The new capi- son al-Ma’mun (ahl•mah•MOON) was a great tal was well placed. It took advantage of river traffic patron of learning. He supported the study of astron- Connecting Across Time to the Persian Gulf and was located on the caravan omy and created a foundation for translating classi- Have students bring in recent route from the Mediterranean to central Asia. cal Greek works. The move eastward increased Persian influence This was also a period of growing prosperity. The newspaper or magazine articles and encouraged a new cultural outlook. Under the Arabs had conquered many of the richest provinces that chronicle relations today Umayyads, warriors had been seen as the ideal citi- of the Roman Empire, and they now controlled the between the Sunni and Shiite zens. Under the Abbasids, judges, merchants, and trade routes to the East. Baghdad became the center Muslims. You might wish to use government officials were the new heroes. All Mus- of an enormous trade empire that extended into Asia, some of these articles as a basis lims, regardless of ethnic background, could now Africa, and Europe, greatly adding to the riches of for a debate concerning the dif- hold both civil and military offices. Many Arabs the Islamic world. began to intermarry with conquered peoples. Under the Abbasids, the caliph began to act in a ferences between the two Islamic The Abbasid dynasty experienced a period of more regal fashion. The bureaucracy assisting the groups. L2 WH: 2A, 19A, 25C; ELA: splendid rule during the ninth century. Best known caliph in administering the empire grew more com- Gr9/Gr10: 17A, 17B, 17C of the caliphs of the time was Harun al-Rashid plex as well. A council headed by a prime minister, (ha•ROON ahl•rah•SHEED), whose reign is often known as a vizier, advised the caliph. The caliph did Enrich described as the golden age of the Abbasid caliphate. not attend meetings of the council but instead sat During a class discussion, ask Harun al-Rashid was known for his charity, and behind a screen listening to the council’s discussions students to list the reasons for he also lavished support on artists and writers. His and then whispered his orders to the vizier. the rise of the Abbasids. Then ask students to choose the one reason they consider most important to the dynasty’s rise and defend it in a written paragraph. (Choices might include Shiite opposition to the Umayyads, They were aided by the weakness of the two or non-Arab Muslims’ dissatisfac- “contemporary empires, the Sassanian (Persian) and tion with Umayyad policies.) L2 the Byzantine, which had largely exhausted themselves by their wars on one another. . . . Nor were WH: 19A, 25C, 25H; ELA: Gr9/Gr10: these Arabs simply zealots fired by the ideal of a 7F–H, 16F; Gr9: 7I Holy War. They were by long tradition tough fight- How did the Arab ers, accustomed to raiding out of hunger and want; many or perhaps even most of them were not Empire Succeed? ardent followers of Mohammed. Yet there can be little question that what got the Arabs started, and During the early eighth century, kept them going, was mainly the personality and Answers: the Muslims vastly extended the teaching of the Prophet.” 1. Each of these viewpoints has some their empire. Their swift con- —Herbert J. Muller, 1958 The Loom of History validity. The fact that the Arabs did quest of Southwest Asia has not try to force their religion on con- intrigued many historians. quered peoples may have influ- Was their success due to Perhaps . . . another kind of explanation can be enced their success. “given for the acceptance of Arab rule by the popu- 2. Answers will vary. Most of the religious fervor or mili- lation of the conquered countries. To most of them conquered peoples were merely tary strength; or, were it did not much matter whether they were ruled by Iranians, Greeks or Arabs. Government impinged exchanging one imperial master for there other reasons for for the most part on the life of cities and . . . another—for example, Persian for their military victories city-dwellers might not care much who ruled them, Arab or Byzantine for Arab. They that are not so probably saw it as their lot in life. Rebellion against a well-armed, obvious? disciplined army was usually not a viable option. 200 CHAPTER 6 The World of Islam

CRITICAL THINKING ACTIVITY Synthesizing Information Ask students to research the economics of slavery in the ancient world. Did slavery exist because it was a less expensive alternative to paying wages? Have students identify examples of slavery as economic, political, and social opression in the cultures studied thus far. ELA: Today we would label slavery a human rights violation. How would slaveowners in the ancient Page 200: Gr9/Gr10: 8B world have responded to such an accusation? Explain and apply different methods that historians Page 201: Gr9/Gr10: 4C, 6A, 7E, use to interpret the past, including the use of primary and secondary sources, points of view, 8B, 10B, 13B, 13D frames of reference, and historical context to explain the Islamic view of slavery. L3 WH: 18C, 25D

200 CHAPTER 6 Section 2, 196–202 Decline and Division Despite its prosperity, all was and establish independent dynasties. Spain had estab- not well in the empire of the Abbasids. There was lished its own caliphate when a prince of the Umayyad much fighting over the succession to the caliphate. dynasty fled there in 750. Morocco became independ- When Harun al-Rashid died, his two sons fought to ent, and a new dynasty under the Fatimids was estab- succeed him, almost destroying the city of Baghdad. lished in Egypt, with its capital at Cairo, in 973. The Answer: all Muslims could hold civil and Vast wealth gave rise to financial corruption. Muslim Empire was now politically divided. military offices; Arabs began to intermarry Members of Harun al-Rashid’s clan were given large Reading Check Describing What changes did the with conquered peoples; new capital city sums of money from the state treasury. His wife was Abbasid rulers bring to the world of Islam? at Baghdad; prosperity reported to have spent vast amounts on a pilgrimage to Makkah. The process of disintegration was helped along by The Seljuk Turks a shortage of qualified Arabs for key positions in the The Fatimid dynasty in Egypt soon became the Answer: converted to Islam and pros- army and the civil service. As a result, caliphs began dynamic center of Islamic civilization. From their to recruit officials from among the non-Arab peoples position in the heart of the Nile delta, the Fatimids pered as soldiers for the Abbasids; took within the empire, such as Persians and Turks. These played a major role in the trade passing from the over the eastern provinces of the Abbasid people were trained to serve the caliphs, but gradu- Mediterranean to the Red Sea and beyond. They cre- Empire; captured Baghdad and most of ally they also became a dominant force in the army ated a strong army by hiring non-native soldiers to Anatolian Peninsula and the bureaucracy. fight for them. One such group was the Seljuk Eventually, rulers of the provinces of the Abbasid (SEHL•JOOK) Turks. Empire began to break away from the central authority The Seljuk Turks were a nomadic people from central Asia. They had converted to Islam and pros- 3 ASSESS pered as soldiers for the Abbasid caliphate. As the Abbasids grew weaker, the Seljuk Turks grew Assign Section 2 Assessment as stronger, moving gradually into Iran and Armenia. homework or as an in-class By the eleventh century, they had taken over the east- activity. ern provinces of the Abbasid Empire. Have students use Interactive provided they were secure, at peace and reason- In 1055, a Turkish leader captured Baghdad and ably taxed. The people of the countryside . . . took command of the empire. His title was sultan— Tutor Self-Assessment CD-ROM. lived under their own chiefs and . . . with their or “holder of power.” The Abbasid caliph was still own customs, and it made little difference to the chief religious authority, but, after they captured them who ruled the cities. For some, the replace- Baghdad, the Seljuk Turks held the real military and Section Quiz 6–2 ment of Greeks and Iranians by Arabs even political power of the state. Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ offered advantages. By the second half of the eleventh century, the ✔ Chapter 6 Score ” Seljuks were putting military pressure on the Byzan- —Albert Hourani, 1991 Section Quiz 6-2 A History of the Arab Peoples tine Empire. In 1071, the DIRECTIONS: Matching Match each item in Column A with the items in Column B. C Write the correct letters in the blanks. (10 points each) B a Y s Column A Column B Byzantines foolishly Z Black Sea p A i 1. struggle in the way of God A. Abu Bakr E N a M T n 2. first caliph B. Syria P IN challenged the Turks, IR E S 3. Byzantine province conquered by Arabs C. Shiite E Anatolian e a 4. dynasty founded by Mu’awiyah D. Umayyad and the Byzantine army Peninsula 5. followers of Ali’s descendants E. jihad Manzikert was routed at Manzikert DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best 1. Review the information presented in this section Mediterranean Baghdad completes the statement or answers the question. (10 points each) in modern-day eastern Sea 6. The followers of the Arab Umayyads were the carefully. Using the material from the text and A. Shiite. C. Sunni Muslims. Turkey. The Turks now information obtained from your own outside took over most of the research, explain why both of these viewpoints Anatolian Peninsula. In desperation, the Byzantine can be considered valid. Reading Essentials and Empire turned to the West for help. Study Guide 6–2 2. Compare the information given in the second Reading Check excerpt to attitudes of other conquered peoples Explaining How did the Seljuk Turks Name Date Class that you have read about. Do you believe that gradually replace the Abbasids? Reading Essentials and Study Guide Chapter 6, Section 2 most people easily accept outside rule? What For use with textbook pages 196–202 factors lead to acceptance and what factors lead The Crusades THE ARAB EMPIRE AND ITS SUCCESSORS KEY TERMS to rebellion against outside rule? caliph a successor to Muhammad, or ruler of Islam (page 197) The Byzantine emperor Alexius I asked the Chris- jihad (“struggle in the way of God”) the Arabic custom of raiding one’s enemies (page 197) Shiite Muslims who accept only the descendants of Ali as the true caliphs (page 199) tian states of Europe for help against the Turks. Sunni Muslims who accept only the descendants of the Umayyads as the true caliphs (page 199) vizier a prime minister who advised the caliph (page 200) Because the Christian states and the Islamic world sultan (“holder of power”) the title of the Turkish leader who took command of the Arab Empire (page 201) mosque a Muslim temple or house of worship (page 202) CHAPTER 6 The World of Islam 201

CRITICAL THINKING ACTIVITY Analyzing Information Imperialism has existed as long as there have been empires. Ask students to analyze the Mongol Empire by comparing it to the Arab Empire. Factors to consider in the comparison include origins of the empire, methods of war, conquests, assimilation of conquered peoples, methods of administration, and influence on subsequent cultures. Have students research WORLD HISTORY: both empires and write a report with the results of their research. Remind students to include Page 200: 7A, 12A, 26A important changes that occurred in world history due to the influence of both empires. Have Page 201: 7A, 25A, 25C, 25H, 26A students locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information. L3 WH: 1B, 7A, 25B–C 201 CHAPTER 6 Section 2, 196–202 feared and disliked each other, many Europeans point of mass starvation. Their goal was to create agreed, beginning a series of crusades in 1096. such terror that people would not fight back. At first, Muslim rulers were thrown on the defen- Beginning with the advances led by Genghis sive by the invading crusaders, who were able to Khan in North China, Mongol armies spread across Answer: The Byzantine emperor asked conquer areas and establish crusader states. In 1169, central Asia. In 1258, under the leadership of for help in his war against the Turks. however, Saladin, a new Muslim ruler, took control Hülegü (hoo•LAY•GOO), brother of the more of Egypt and made himself sultan, thus ending the famous Kublai Khan (KOO•BLUH•KAHN), the Fatimid dynasty. He also established control over Mongols seized Persia and Mesopotamia. The Syria and took the offensive against the Christian Abbasid caliphate at Baghdad was brought to an states in the area. In 1187, Saladin’s army invaded end. Hülegü had a strong hatred of Islam. After his Answer: The Mongols were fierce the kingdom of Jerusalem and destroyed the Chris- forces captured Baghdad in 1258, he decided to nomads who created such terror that tian forces there. Soon the Christians were left with destroy the city. Schools, libraries, mosques (Mus- people would not fight back. They only a handful of fortresses along the coast of Pales- lim houses of worship), and palaces were burned to seized Persia and Mesopotamia, bring- tine. Saladin did not allow a massacre of the popu- the ground. ing the Abbasid caliphate to an end, lation. He even allowed Christian religious services The Mongols advanced as far as the Red Sea. Their then advanced as far as Egypt before to continue. attempt to seize Egypt failed, however, in part being stopped by the Mamluks. The Crusades had little lasting impact on South- because of resistance from the Mamluks. The Mam- west Asia, except to breed centuries of mistrust luks were Turkish slave-soldiers who had over- between Muslims and Christians. Far more important thrown the administration set up by Saladin and Who?What?Where?When? was the threat posed by new invaders—the Mongols. seized power for themselves. Over time, the Mongol rulers converted to Islam Reading Check Knights Templars The Knights Tem- Identifying Why did crusaders from and began to intermarry with local peoples. They plars were a religious and military Europe invade Southwest Asia? began to rebuild the cities. By the fourteenth century, order founded in Jerusalem during the Mongol Empire had begun to split into separate the Crusades to protect pilgrims trav- The Mongols kingdoms. The old Islamic Empire established by the eling to the Holy Land. Their full Arabs in the seventh and eighth centuries had come The Mongols were a pastoral people who swept name was the Poor Knights of Christ to an end. As a result of the Mongol destruction of out of the Gobi in the early thirteenth century to and the Temple of Solomon. St. Baghdad, the new center of Islamic civilization seize control over much of the known world (see became Cairo, in Egypt. Bernard of Clairvaux created the rules Chapter 8). These invaders were destructive in their for the order. conquests. They burned cities to the ground, Reading Check Describing How did the Mongols destroyed dams, and reduced farming villages to the seize control of the Arab Empire in the early thirteenth century? Reteaching Activity Ask students where Islam spread during Muhammad’s Checking for Understanding Critical Thinking Analyzing Visuals lifetime. (parts of the Arabian 1. Define caliph, jihad, Shiite, Sunni, 6. Explain The initial Mongol reaction to 8. Examine the photograph of the interior peninsula) By the time of the vizier, sultan, mosque. Islam was hatred and destruction, yet courtyard of the Alhambra on page over time that changed. Why do you 196. Where is this building located? Abbasids—A.D. 750? (Southwest Abu Bakr, Mu’awiyah, 2. Identify think the Mongols gradually accepted Can you identify various influences Asia, North Africa, Spain) L1 WH: Umayyad dynasty, Berbers, Hussein, Islam? on its architectural style? 25C; ELA: Gr9/Gr10: 7F–H Abbasid dynasty, Harun al-Rashid, Seljuk Turks, Saladin, Mongols. 7. Categorizing Information Create a chart that shows the strengths and Syria, Damascus, Baghdad, 3. Locate weaknesses of the Abbasid dynasty. Cairo. 9. Persuasive Writing Imagine you are 4 CLOSE 4. Explain how General Mu’awiyah cre- Strengths of Weaknesses of Abbasid dynasty Abbasid dynasty General Mu’awiyah and you have just Have the students identify and ated the Umayyad dynasty. become caliph. Write a speech that explain the importance of each 5. List the occupations that were given outlines how you will rule the empire of the following in the history increased respect under the Abbasids. and explain why you believe the caliphate should be hereditary. and expansion of Islam: Abu Bakr, Ali, Umayyads, Abbasids. L1 WH: 25C; ELA: Gr9/Gr10: 7F–H 202 CHAPTER 6 The World of Islam

1. Key terms are in blue. WH: 26A 4. became caliph and made the learning; economic prosperity; 2. Abu Bakr (p.197); Mu’awiyah caliphate hereditary in his own Weaknesses: fighting over succes- (p.198); Umayyad dynasty (p.198); family WH: 7A sion to the caliphate; financial cor- Berbers (p.198); Hussein (p.199); 5. judges, merchants, and govern- ruption; provincial rulers broke ELA: Page 202: Gr9/Gr10: 1A–B, Abbasid dynasty (p.199); Harun ment officials ELA: Gr9/Gr10: 10B away from central authority WH: 4A–B, 4D, 4F, 6A, 7B–D, 7H–I, 8B, al-Rashid (p.200); Seljuk Turks 6. Answers will vary. WH: 25H 26C–D 10A–B, 13C, 19B, 20B Page 203: (p.201); Saladin (p.202); Mongols 7. Strengths: tolerance of non- 8. Granada, Spain; Roman arches and Gr9/Gr10: 4D, 6A, 7A, 7D–F, 7H–I, 8B (p.202) ELA: Gr9/Gr10: 10B Muslims; non-Arabs could hold pools WH: 26C 3. See chapter maps. WH: 12A civil and military offices; supported 9. Answers should reflect Mu’awi- 202 yah’s character. WH: 25C Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11) CHAPTER 6 Section 3, 203–206 Islamic Civilization Guide to Reading 1 FOCUS Main Ideas People to Identify Reading Strategy • An extensive trade network brought Abbasids, Fatimids Compare and Contrast Create a chart Section Overview prosperity to the Islamic world. like the one below comparing the urban Places to Locate This section explores Islamic • The Quran provided fundamental guide- areas of the Arab Empire to the more society. lines for all Muslims, not only in spiri- Morocco, Caspian Sea, Córdoba rural areas of the empire. tual affairs but also in politics, Preview Questions Urban areas Rural areas economics, and social life. 1. List the items traded in the Arab BELLRINGER Key Terms Empire and where they came from. Skillbuilder Activity bazaar, dowry 2. What were the basic characteristics of Islamic society? Project transparency and have students answer questions. Preview of Events ✦600 ✦700 ✦800 ✦900 ✦1000 Available as a blackline master. 635 750 C. 800 Daily Focus Skills Transparency The Quran is compiled Trade begins to flourish Baghdad reaches its height during the Abbasid dynasty of prosperity 6–3

Islamic Civilization 1 What activity brought 2 What three cities were 3 Where did the majority of prosperity to the Islamic important trading centers? people live during the early Voices from the Past world? stages of the Arab empire?

In the late twelfth century, a Spanish rabbi wrote the following account of Baghdad, one of the world’s greatest cities, during a visit there:

The city of Baghdad is twenty miles in circumference, situated in a land of palms, “gardens, and plantations, the like of which is not to be found in the whole land of Mesopotamia. People come there with merchandise from all lands. Wise men live there, philosophers who know all manner of wisdom, and magicians expert in all man- Guide to Reading ner of witchcraft. . . . Within the domains of the palace of the caliph there are great buildings of marble and columns of silver and gold, and carvings upon rare stones are Answers to Graphic: Urban areas: fixed in the walls. In the caliph’s palace are great riches and towers filled with gold.” bazaar, mosques, palaces, public —The Itinerary of Benjamin of Tudela, M.N. Adler, trans., 1907 buildings with fountains and court- The riches of Baghdad symbolized the prosperity of the Arab Empire. yards; Rural areas: held majority of Baghdad population, people lived by farming Prosperity in the Islamic World or herding, some large estates owned Overall, the period of the Arab Empire was prosperous. The Arabs carried on by wealthy landowners extensive trade, not only within the Islamic world but also with China, the Byzan- Preteaching Vocabulary: Have stu- tine Empire, India, and Southeast Asia. Trade was carried both by ship and by camel caravans, which traveled from Morocco in the far west to the countries dents define dowry and explain its beyond the Caspian Sea. significance in Islamic culture. L2 Starting around 750, trade flourished under the Abbasid dynasty. From south WH: 19A, 25C, 26A; ELA: Gr9/ of the Sahara came gold and slaves; from China, silk and porcelain; from eastern Gr10: 6A Africa, gold and ivory; and from the lands of Southeast Asia and India, sandal- wood and spices. Within the empire, Egypt contributed grain; Iraq provided linens, dates, and precious stones; and western India supplied textile goods. The

CHAPTER 6 The World of Islam 203

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 6–3 • Daily Focus Skills Transparency 6–3 • Daily Lecture and Discussion Notes 6–3 • Guided Reading Activity 6–3 Multimedia WORLD HISTORY: Interactive Tutor Self-Assessment CD-ROM Page 202: 7A, 25C, 25H, 26A, • Section Quiz 6–3 ® • Reading Essentials and Study Guide 6–3 ExamView Pro Testmaker CD-ROM 26C–D; Page 203: 1C, 7A, 25C, Presentation Plus! CD-ROM 26A, 26C–D

203 CHAPTER 6 Section 3, 203–206 development of banking and the use of coins made it did not find Islamic cities to be especially grand, easier to exchange goods. though the cities did outshine those of mostly rural Europe. This is exemplified by Córdoba, the capital The Role of Cities With flourishing trade came of Umayyad Spain. With a population of two hun- 2 TEACH prosperous cities. While the Abbasids were in dred thousand, Córdoba was Europe’s largest city power, Baghdad, the Abbasid capital known as the after Constantinople. City of Peace, was probably the greatest city in the Islamic cities had a distinctive physical appear- empire and one of ance. Usually, the most impressive urban buildings

the greatest cities in T were the palaces for the caliphs or the local governors ig r i s the world. After the R and the great mosques for worship. There were also SYRIAE . Answers: rise of the Fatimids Mediterranean up Baghdad public buildings with fountains and secluded court- Damascus hr Sea at es 1. The houses of the wealthy were in Egypt, however, Cairo R. yards, public baths, and bazaars or marketplaces. EGYPTN constructed of stone or brick the focus of trade i Red Sea The bazaar, or covered market, was an important le R Persian around a wooden frame, often shifted to Cairo. A . Gulf part of every Muslim city or town. Goods from many had an inner courtyard and sev- traveler described regions were available in the bazaar. To guarantee eral stories with balconies; Cairo as “one of the greatest and most famous cities high standards, market inspectors enforced rules, such houses for the poor were made in all the whole world, filled with stately and as the daily washing of counters and containers. of clay or unfired bricks. The admirable palaces . . . and most sumptuous tem- Guidelines were established for food prepared for sale ples.” Another great trading city was Damascus in at the market. One rule stated, “Grilled meats should poor survived on bread and modern-day Syria. only be made with fresh meat and not with meat com- either boiled millet or peas; the Baghdad, Cairo, and Damascus were the centers of ing from a sick animal and bought for its cheapness.” rich had lamb, poultry, and fish, administrative, cultural, and economic activity for The bazaar also housed many craftspeople’s shops, as vegetables, fruits, dairy products, their regions. Aside from these capital cities, travelers well as services such as laundries and bathhouses. and sweets. 2. A servant might never have seen a lavish dwelling and might be surprised at the quantity and variety of food. A wealthy citizen might be appalled at the living conditions of the poor. Housing and Food stories. Rooms upstairs would have bal- in the Islamic Empire conies and windows covered with latticed shutters to provide privacy and relief from s might be expected, housing condi- heat and cold for those inside. Walls would Daily Lecture and Ations in the Islamic Empire during this be plastered and decorated with designs. Discussion Notes 6–3 period varied widely according to the The poor in both urban and rural areas region and the economic conditions of the lived in simpler houses made of clay or Copyright © by The McGraw-Hill Companies, Inc. individual family. In the cities, houses were unfired bricks. In the cities, the poor often Daily Lecture and Discussion Notes crowded into huts built around an open Chapter 6, Section 3 often constructed of stone or brick around a wooden frame. The larger houses were courtyard. Lesser merchants and artisans Did You Know? Moses Maimonides (1135–1204), the Jewish philosopher, served as the Egyptian ruler’s doctor. He also had a private practice in Egypt and lectured before other doctors at the often built around an inner courtyard might live in apartment houses. The state hospital. He became a physician because his father and brother both died shortly after the family’s arrival in Egypt, leaving Moses where the residents could Bedouins, like nomads else- as the family’s sole money earner. retreat from the dust, noise, where, lived in tents that I. Prosperity in the Islamic World (pages 203–205) A. The period of the Arab Empire generally was prosperous. Much of it was based on the and heat of the city streets. could be taken down and extensive trade by ship and camel. Camel caravans went from Morocco in the far west to countries beyond the Caspian Sea. Sometimes domestic ani- moved according to the mals like goats and sheep needs of the day. would be stabled there. Eating habits varied con- Guided Reading Activity 6–3 The houses of the siderably, based on one’s wealthy often had several economic standing. The

Name Date Class

Guided Reading Activity 6-3

Islamic Civilization Bedouin woman making bread DIRECTIONS: Fill in the blanks below as you read Section 3.

For the most part, the period of the Arab Empire was (1) . 204 CHAPTER 6 The World of Islam Trade was carried both ship and by (2) caravans, which traveled from Morocco in the far west to the countries beyond the Caspian Sea. The development of (3) and the use of (4) make it easier to exchange goods.

(5) , (6) , and (7) were the centers of administrative, cultural, and economic COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY activity for their regions. Usually the most impressive urban buildings were the Writing a Play Divide the class into small groups and assign each group one aspect of life of Islamic society mentioned in this chapter and have them research and write a play about it. These aspects or topics could include family life, education, religion, business activities, or bazaars. Stu- ELA: dents in a group should research and then pool their information and collectively decide what to Page 204: Gr9/Gr10: 8B present in their play. Some group members should write the play, and others should perform it. Page 205: Gr9/Gr10: 1A–B, 4A–B, Each group should choose students to direct and narrate the play. After each presentation, the 4F, 7F–G, 8B, 10B audience should be allowed to ask questions about the material presented. L2 WH: 25B, 26D For grading this activity, refer to the Performance Assessment Activities booklet. 204 Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11) CHAPTER 6 Section 3, 203–206 The Importance of Farming The Arab Empire was 635. As Allah has decreed, so must humans live. more urban than most other areas of the world at the Questions concerning politics, economics, and social time. Nevertheless, a majority of people still lived in life are answered by following Islamic teachings. the countryside, making their living by farming or herding animals. Social Structure According to Islam, all people are Answer: Baghdad, Damascus, Cairo, During the early stages of the empire, most of the equal in the eyes of Allah. In reality, however, this Córdoba; administrative, cultural, farmland was owned by independent peasants. was not strictly the case in the Arab Empire. There and economic activities Later, wealthy landowners began to amass large was a fairly well defined upper class that consisted of estates. Some lands were owned by the state or the ruling families, senior officials, nomadic elites, and Enrich court and were farmed by slave labor. In the Tigris, the wealthiest merchants. Even ordinary merchants, Euphrates, and Nile River valleys, however, most however, enjoyed a degree of respect that merchants Have students create a travel farmers remained independent peasants. Despite all did not receive in Europe, China, or India. brochure for one of the cities the changes since the days of ancient Egypt, peasants One group of people in the Islamic world was not described in this chapter. Stu- along the Nile continued to farm the way their ances- considered equal. They were the slaves. As in the dents should conduct outside tors had. other civilizations we have examined so far, slavery research, list attractions of the was widespread. Because Muslims could not be Reading Check Identifying List the major Islamic slaves, most of their slaves came from Africa or from city, and include illustrations cities. What activities were centered there? non-Islamic populations elsewhere in Asia. Many with their brochure. L2 had been captured in war. Islamic Society Slaves often served in the army. This was espe- To be a Muslim is not simply to worship Allah but cially true of slaves recruited from the Turks of cen- also to live one’s life according to Allah’s teachings as tral Asia. Many military slaves were freed. Some 3 ASSESS revealed in the Quran, which was compiled in even came to exercise considerable power. Assign Section 3 Assessment as homework or as an in-class activity. Have students use Interactive Tutor Self-Assessment CD-ROM. poor were generally forced to survive on boiled millet or peas, served occasionally with meat. Bread was crucial to the diet Section Quiz 6–3 of the poor. Usually made of wheat, it could be found on tables throughout the Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ region except in the deserts, where ✔ Chapter 6 Score boiled grain was the staple food. Section Quiz 6-3 DIRECTIONS: Matching Match each item in Column A with the items in Column B. Write the correct letters in the blanks. (10 points each) The rich had greater variety in their Column A Column B 1. covered market A. Abbasids diet. Muslims do not eat pork, but 2. gift of money or property B. dowry 3. Islamic rulers of Baghdad C. Fatamids those who could afford it often served 4. Islamic rulers of Cairo D. bazaar other meats—boiled or roasted—such as 5. capital of Umayyad Spain E. Cordoba DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best lamb, poultry, or fish. A variety of veg- completes the statement or answers the question. (10 points each) 6. The western extent of caravan routes was etables and fruits, including grapes, Shoppers at a textile market A. Caspian Sea. C. Morocco. B. Cairo. D. Constantinople. oranges, apricots, dates, and peaches, 7. Devout Muslims did all of the following EXCEPT A. worship Allah. C. follow the Quran. were also found on the tables of the B. live by Allah’s teachings. D. drink wine. CONNECTING TO THE PAST 8. Every Islamic woman A. had a male guardian. C. could own property. well-to-do. Dairy products, made from B. was equal with males. D. could inherit property. 1. Summarizing Information Describe the differences 9. The custom of requiring women to dress modestly the milk of sheep, goats, camels, and A. was required by the Quran. C. is not practiced today. between the lifestyles of the wealthy and the poor. B. was an Arab practice. D. was common outside of cities. cows, included cheese, butter, and 10. The Arabs traded with all of the following EXCEPT A. China C. India yogurt. Mild spices such as pepper and 2. Writing about History Pretend you live in the B. Byzantium D. Britain salt were used with some foods. Delica- Islamic Empire, and you have just been hired as a cies included sweets, usually made with servant. Write a description of the living conditions Copyright © by The McGraw-Hill Companies, Inc. honey as a sweetener. of the rich. How do you think a wealthy citizen of the Islamic Empire would react to seeing the living standards of the poor? CHAPTER 6 The World of Islam 205 Glencoe World History 3

CRITICAL THINKING ACTIVITY Summarizing Prior to a class discussion on Islamic culture, have students research and identify new ideas in mathematics, science, and technology that occurred during Islamic civilization. During class, have students give examples of mathematical and scientific discoveries, as well as technolog- ical innovations. Ask students to describe the changes in the culture that developed due to these WORLD HISTORY: discoveries and to trace the spread of these ideas and innovations to other civilizations. Ask each Page 204: 7A, 26A student to choose the contribution that he or she feels is most significant and to write a one-page Page 205: 7A, 18C, 25C, 25H paper explaining why this contribution is so important. L2 WH: 23A–B

205 CHAPTER 6 Section 3, 203–206 societies of the time, however, men were dominant “Our religion in Muslim society. Every woman had a male guardian, be it father, and our brother, or other male relative. Parents or guardians Answer: According to Islam, all peo- arranged marriages for their children. The Quran ple are equal in the eyes of Allah. Empire are allowed Muslim men to have more than one wife, but However, there was an upper class. no more than four. Most men, however, were unable Slaves were not considered equal, Arab and to afford more than one, because they were required although they were supposed to be to pay a dowry (a gift of money or property) to their brides. Women had the right to freely enter into treated fairly. Some slaves were freed twins.” —al-Biruni, 973–c. 1050 marriage, but they also had the right of divorce or purchased their freedom. The under some circumstances. Adultery was forbidden Quran instructs men to treat women Muslim writer of Iranian origin to both men and women. with respect. Every woman had a An illustrated section After the spread of Islam, older customs eroded male guardian. Women have the of the Quran the rights enjoyed by early Muslim women. For right to own and inherit property. example, some women were secluded in their homes and kept from social contacts with males outside their own families. One jurist wrote that “some . . . Reading Essentials and Many slaves, especially women, were used as have said that a woman should leave her house Study Guide 6–3 domestic servants. These slaves were sometimes per- on three occasions only: when she is conducted to mitted to purchase their freedom. Islamic law made the house of her bridegroom, on the deaths of her Name Date Class it clear that slaves should be treated fairly, and it was parents, and when she goes to her own grave.” Reading Essentials and Study Guide considered a good act to free them. Chapter 6, Section 3 The custom of requiring women to cover virtually For use with textbook pages 203–206 all parts of their bodies when appearing in public ISLAMIC CIVILIZATION The Role of Women The Quran granted women KEY TERMS was common in the cities and is still practiced today bazaar a covered market (page 204) spiritual and social equality with men. Believers, dowry in Islamic society, a gift of money or property given to a bride by her husband (page 206) in many Islamic societies. It should be noted, how- men and women, were to be friends and protectors of ever, that these customs owed more to traditional DRAWING FROM EXPERIENCEII Is there are a flea market or a farmers’ market in or near your community? Do you one another. Women had the right to the fruits of ever shop there? What items do they sell? Arab practice than to the Quran. Despite the restric- The last two sections focused on the rise of Islam and the Arab Empire. This section their work and to own and inherit property. Women focuses on Islamic civilization, including the development of a trade network and mar- tions, the position of women in Islamic society was ketplaces. had played prominent roles in the rise of Islam dur- better than it had been in former times, when women ing the time of Muhammad. had often been treated like slaves. Islamic teachings did account for differences Reteaching Activity between men and women in the family and social Reading Check Describing Describe how life in the Ask students to outline the social order. Both had duties and responsibilities. As in most Arab Empire did and did not reflect the principle of equality. structure during the Islamic Empire and describe the role of women in Islamic society. L1 ELL WH: 21A, 25C; ELA: Gr9/Gr10: 4E Checking for Understanding Critical Thinking Analyzing Visuals 1. Define bazaar, dowry. 6. Analyze What was the importance of 8. Examine the photograph of a market trade to Arab life, both in rural areas on page 205 of your text. Describe how Abbasids, Fatimids. 4 CLOSE 2. Identify and in cities? this photograph reflects the economic 3. Locate Morocco, Caspian Sea, influence of women in Islamic culture. 7. Summarizing Information Use a chart Ask students to summarize the Córdoba. to list the characteristics of farming dur- contributions and features of 4. Explain how high standards were ing the Arab Empire. Islamic society. L1 ELL WH: 20A–B, ensured at bazaars. What was sold at 9. Descriptive Writing Imagine that 21A, 25C; ELA: Gr9/Gr10: 4E the bazaar? Characteristics of Farming you are an inspector at a bazaar. 5. Identify the basic differences in the Describe what is sold at the bazaar. roles of Muslim men and women. Then describe the types of violations that you are searching for and ways you use to spot violations.

206 CHAPTER 6 The World of Islam

1. Key terms are in blue. WH: 26A were mothers and wives. WH: 21A peasants. Wealthy landowners owned large estates. WH: 7A, ELA: 2. Abbasids (p.204); Fatimids (p.204) 6. Trade brought prosperity. Rural ELA: Gr9/Gr10: 10B areas contributed grain and dates; 25C, 26C–D Page 206: Gr9/Gr10: 1A–B, 4A–B, 3. See chapter maps. WH: 12A the bazaar provided a marketplace 8. Most of the buyers are women; 4D, 4F, 6A, 7B–D, 8B, 10A–B, 19B, 4. market inspectors enforced rules; for produce. The development of women help to determine demand 20B; Gr10: 7F, 7H guidelines were established for banking made it easier to for particular types of merchan- Page 207: Gr9/Gr10: 4D, 6A, 7A, food; food and goods from around exchange goods. WH: 25C dise. WH: 21B, 26C; ELA: 7D, 7F–I, 8B the world ELA: Gr9/Gr10: 10B 7. Many people made their living Gr9/Gr10: 19B, 20B 5. Men were rulers, warriors, and pro- by farming or herding animals. 9. Essays will reflect point of view of 206 vided for their families; women Most farmers were independent inspector. WH: 25D Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), WH26C(10,11), US24B(11) CHAPTER 6 Section 4, 207–210 The Culture of Islam Guide to Reading 1 FOCUS Main Ideas People to Identify Reading Strategy • Muslim scholars made great advances Ibn-Rushd, Ibn Sina (Avicenna), Summarizing Information Use a chart Section Overview in the areas of mathematics and the Ibn-Khaldun, Omar Khayyám like the one below to identify the achieve- This section explores Islamic natural sciences. ments of Islamic civilization. contributions to culture, specifi- • Muslim art and architecture incorpo- Places to Locate Achievements of Islam rated innovative, geometric styles of Samarra, Granada cally in the arts and sciences. decoration. Preview Questions Key Terms 1. What was the House of Wisdom? BELLRINGER astrolabe, minaret, muezzin, arabesque 2. What are the traits of Islamic art? Skillbuilder Activity

Project transparency and have Preview of Events students answer questions. ✦700 ✦750 ✦800 ✦850 ✦900

c. 750 848 c. 920 Available as a blackline master. Papermaking introduced Great Mosque of Córdoba in Spain becomes to Muslim world Samarra is begun major cultural center Daily Focus Skills Transparency 6–4

The Culture of Islam 1 What astronomical 2 What branch of 3 What area of Islamic instrument was an Islamic mathematics was an Islamic achievement included invention? achievement? mosques and arabesques?

ISLAMIC ACHIEVEMENTS Voices from the Past House of Wisdom

CHEMISTRY AND MEDICINE ASTRONOMY AND GEOGRAPHY Medical Encyclopedia Study and Naming of Stars In his Autobiography, the eleventh-century Islamic scholar Ibn Sina, known in the Science of Optics Perfected Astrolabe ART AND ARCHITECTURE LITERATURE Arabesques Quran West as Avicenna, described his early training: Mosques Poetry The Arabian Nights

PHILOSOPHY AND HISTORY MATHEMATICS By the time I was [10] I had mastered the Quran and a great deal of literature. Study of Logic and Theology Algebra Study of Aristotle Use of Zero “There followed training in philosophy... then I took to reading texts by myself . . . Study of History mastering logic, geometry and astronomy. I now occupied myself with mastering the various texts and commentaries on natural science and metaphysics, until all the gates of knowledge were open to me. Next I desired to study medicine, and proceeded to Guide to Reading read all the books that have been written on this subject. At the same time I continued to study and dispute on law, being now sixteen years of age.” Answers to Graphic: Achievements —Autobiography, Ibn Sina of Islam: translations of Plato and An Arabic manuscript Ibn Sina was one of the Islamic world’s greatest scholars. Aristotle with commentaries by Ara- bic philosophers; algebra; perfected Preservation of Knowledge the astrolabe; developed medicine as During the first few centuries of the Arab Empire, the ancient Greek philoso- a field of scientific study; sought a sci- phers were largely unknown in Europe. The Arabs, however, were not only aware entific basis for studying history; of Greek philosophy, they were translating works by Plato and Aristotle into Ara- Islamic art and architecture; in litera- bic. The translations were then put in a library called the House of Wisdom in ture, the Rubaiyat and The Arabian Baghdad, where they were read and studied by Muslim scholars. Similarly, texts Nights on mathematics were brought to Baghdad from India. The process of translating works and making them available to scholars was Preteaching Vocabulary: Explain aided by the making of paper, which was introduced from China in the eighth the role of the minaret in Islamic century. By the end of the century, paper factories had been established in Bagh- worship. L2 WH: 19A, 25C; ELA: dad. Booksellers and libraries soon followed. Gr9/Gr10: 6A

CHAPTER 6 The World of Islam 207

SECTION RESOURCES Reproducible Masters Transparencies • Reproducible Lesson Plan 6–4 • Daily Focus Skills Transparency 6–4 • Daily Lecture and Discussion Notes 6–4 WORLD HISTORY: Multimedia • Guided Reading Activity 6–4 Page 206: 7A, 12A, 18C, 21A–B, Interactive Tutor Self-Assessment CD-ROM • Section Quiz 6–4 25C, 26A, 26C–D ExamView® Pro Testmaker CD-ROM • Reading Essentials and Study Guide 6–4 Page 207: 1C, 7A, 20B, 23B, 25C, Presentation Plus! CD-ROM 26A, 26C–D

207 CHAPTER 6 Social Studies TAKS tested at Grades 10/11: Obj 2: WH23A(10,11) Section 4, 207–210 It was through the Muslim world that Europeans the position of the stars. They were aware that Earth recovered the works of Aristotle and other Greek was round, and they named many stars. They also philosophers. In the twelfth century, the Arabic trans- perfected the astrolabe, an instrument used by lations were translated into Latin, making them sailors to determine their location by observing the 2 TEACH available to the West. positions of stars and planets. The astrolabe made it possible for Europeans to sail to the Americas. Reading Check Explaining Why was paper manufac- Muslim scholars developed medicine as a field of turing important to Islamic culture? scientific study. Especially well known was the Answer: It contributed to the spread philosopher and scientist, Ibn Sina (IH•buhn of knowledge and the development Philosophy, Science, and History SEE•nuh). He wrote a medical encyclopedia that, among other things, stressed the contagious nature of of libraries in Islamic culture. The brilliant Islamic civilization contributed more certain diseases. Ibn Sina showed how diseases could intellectually to the West than translations, however. be spread by contaminated water supplies. After it When Aristotle’s works arrived in Europe in the sec- was translated into Latin, Ibn Sina’s work became a ond half of the twelfth century, they were accompa- History basic medical textbook for university students in nied by commentaries written by outstanding Arabic medieval Europe. Ibn Sina was only one of many Ara- Answer: Arabs were familiar with ear- philosophers. One such philosopher was Ibn-Rushd bic scholars whose work was translated into Latin lier work done by the Greeks; they (IH•buhn•RUSHT). He lived in Córdoba and wrote a and thus helped the development of intellectual life in commentary on virtually all of Aristotle’s surviving also developed medicine as a field of Europe in the twelfth and thirteenth centuries. works. scientific study. Islamic scholars also took an interest in writing Islamic scholars also made contributions to math- history. Ibn-Khaldun (IH KAL•DOON), who ematics and the natural sciences that were passed on •buhn lived in the fourteenth century, was the most promi- to the West. The Muslims adopted and passed on the nent Muslim historian of the age. Disappointed in his numerical system of India, including the use of the career in politics, he began to devote his time to the zero. In Europe, it became known as the “Arabic” study and writing of history. Answer: astrolabe system. A ninth-century Arab mathematician gave In his most famous work Muqaddimah (Introduction shape to the mathematical discipline of algebra, to History), he argued for a cyclical view of history. which is still taught in schools today. Daily Lecture and Civilizations, he believed, go through regular cycles In astronomy, Muslims set up an Discussion Notes 6–4 of birth, growth, and decay. He sought to find a sci- observatory at Baghdad to study entific basis for the political and social factors that Copyright © by The McGraw-Hill Companies, Inc. determine the course of history. Daily Lecture and Discussion Notes Chapter 6, Section 4 Reading Check Identifying What instrument used by Did You Know? Seeing Muslim women with their heads covered is an increasingly common experience in the United States. sailors was perfected by Muslim astronomers in Baghdad? Muslim women cover their hair because the Quran teaches that women should be modest.

I. Preservation of Knowledge and Philosophy, Science, and History (pages 207–208) Literature A. During the first few centuries of the Arab Empire, Arab scholars read and translated into Arabic works by Plato and Aristotle. The translations were put into a library in Baghdad called the House of Wisdom. Mathematics texts were brought from India. B. Papermaking was introduced from China, which aided this scholarly work. By the end Islam brought major changes to the culture of of the eighth century, paper factories had been established in Baghdad. Booksellers and libraries followed. Southwest Asia, including its literature. Though Muslims regarded the Quran as their greatest literary work, pre-Islamic traditions continued to influence Guided Reading Activity 6–4 writers throughout the region. One of the most familiar works of Name Date Class Middle Eastern literature is the Rubaiyat Guided Reading Activity 6-4 (ROO•bee•AHT) of Omar Khayyám History The Culture of Islam (KY•YAHM). Another is The 1001 Nights DIRECTIONS: Fill in the blanks below as you read Section 4. Islamic doctors could diagnose (also called The Arabian Nights). 1. The Arabs of the first century, were not only aware of Greek , they and treat many illnesses. Muslim were translating works by and into Arabic. Little is known of the life or the poetry 2. The Muslims adopted and passed on the system of India, includ- astronomers perfected the astro- ing the use of the zero. of the twelfth-century Persian poet, 3. They also perfected the , an instrument that made it possible for labe (above). Why was Islamic Europeans to sail to the Americas. mathematician, and astronomer, Omar 4. Ibn-Khaldun who lived in the fourteenth century was the most prominent Muslim medicine more advanced than of the age. Khayyám. We do know that he did not 5. One of the most familiar works of Middle Eastern literature is the European medicine? of Omar Khayyam. write down his poems but composed them orally. His simple, down to earth

208 CHAPTER 6 The World of Islam

EXTENDING THE CONTENT Literature Omar Khayyám was a famous scholar who excelled in the arts and the sciences. One of his best-known compositions was a collection of poetry known as the Rubaiyat, with poems writ- ELA: ten in four-line stanzas, called quatrains. The Rubaiyat was little known in the West until the nine- Page 208: Gr9/Gr10: 6A, 8B, 9A, teenth century when the English writer Edward Fitzgerald translated it into English. The most 10B, 19B, 20B famous quatrain follows: Page 209: Gr9/Gr10: 6A, 7E, 8B, “A Book of Verses underneath the Bough, 9A A Jug of Wine, a Loaf of Bread—and Thou Beside me singing in the Wilderness— 208 Oh, Wilderness were Paradise enow [enough]!” Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11) CHAPTER 6 Section 4, 207–210 Art and Architecture Rumi Islamic art is a blend of Arab, Turkish, and Persian 1201–1273—Sufi poet and mystic traditions. The best expression of Islamic art is found in the magnificent Muslim mosques. The mosque repre- The thirteenth-century poet Rumi sents the spirit of Islam. Answer: Both were originally told embraced Sufism, a form of Sunni The Great Mosque of orally and not written down until religious belief that focused on a close Samarra in present-day Iraq much later. C personal relationship with Allah. Rumi a s was the world’s largest p Black Sea i was converted to Sufism by a wander- a n

mosque at the time it was built S ing dervish. (Dervishes try to achieve e Whirling T a ig r (848 to 852), covering 10 acres i union with Allah through dancing and s dervishes R E . chanting.) He then abandoned orthodox (more than 40,000 square m). u Samarra ph ASSESS ra 3 The most famous section of the t Baghdad Islam to embrace God directly through love. es R. Assign Section 4 Assessment as Rumi sought to achieve union with God through a Samarra mosque is its minaret. Arabian

R Peninsula trance attained in the whirling dance of the dervishes, set This is the tower from which e homework or as an in-class d S Persian to enchanting music. As he twirled, Rumi composed his e the muezzin (moo•EH•zuhn), a Gulf activity. poems: “Come! But don’t join us without music. . . . We or crier, calls the faithful to are the spirit’s treasure, Not bound to this earth, to time prayer five times a day. The minaret of Samarra, Have students use Interactive or space. . . . Love is our mother. We were born of Love.” nearly 90 feet (around 27 m) in height, is unusual Tutor Self-Assessment CD-ROM. because of its outside spiral staircase. One of the most famous mosques is the ninth- century mosque at Córdoba in southern Spain. It is Section Quiz 6–4 still in remarkable condition today. Its hundreds of poetry was recorded later by friends or scribes. As can Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ columns, which support double-horseshoe arches, ✔ Chapter 6 Score be seen in the following lines, Omar Khayyám won- transform this building into a unique “forest of trees” Section Quiz 6-4

dered about the meaning of life, which seemed to pass DIRECTIONS: Matching Match each item in Column A with the items in Column B. pointing upward, giving it a light and airy effect. Write the correct letters in the blanks. (10 points each) too quickly. He writes, Column A Column B 1. used in navigation A. House of Wisdom 2. he wrote medical encyclopedia B. minaret 3. Baghdad library C. arabesque They did not ask me, when they planned my life; The minaret of the Samarra mosque 4. geometric pattern decorations D. Ibn Sina “Why then blame me for what is good or bad? 5. tower in a mosque E. astrolabe DIRECTIONS: Multiple Choice In the blank, write the letter of the choice that best Yesterday and today go on without us; completes the statement or answers the question. (10 points each) 6. The author of the Rubaiyat was Tomorrow what’s the charge against me, pray? A. Omar Khayyam. C. Ma’mun. In youth I studied for a little while; Later I boasted of my mastery. Yet this was all the lesson that I learned: Reading Essentials and We come from dust, and with the wind are gone. Study Guide 6–4

Of all the travelers on this endless road Name Date Class No one returns to tell us where it leads, Reading Essentials and Study Guide There’s little in this world but greed and need; Chapter 6, Section 4 Leave nothing here, for you will not return. For use with textbook pages 207–210 ” THE CULTURE OF ISLAM KEY TERMS astrolabe an instrument used by sailors to determine their location by observing the position of The anonymous stories of The Arabian Nights are a stars and planets (page 208) minaret a tower on a mosque (page 209) collection of folktales, fables, and romances that blend muezzin a crier, who calls the faithful to prayer (page 209) arabesque geometric patterns that decorated Islamic works of art (page 210) the natural with the supernatural. The earliest stories

DRAWING FROM EXPERIENCEII were told orally and then written down later, with Have you ever read “Aladdin and His Lamp,” “Ali Baba and the Forty Thieves,” or any other stories from The Arabian Nights? Have you seen the movie Aladdin? Why do many additions, in Arabic and Persian. The famous you think these stories continue to be popular?

ORGANIZING YOUR THOUGHTSII story of Aladdin and the magic lamp, for example, Use the concept web below to help you take notes. List at least one Islamic achieve- was added in the eighteenth century. The Arabian ment in the areas of philosophy, math, astronomy, medicine, history, and architecture. Math Philosophy Nights allows the reader to enter a land of wish ful- 6. Astronomy 1. 5. Copyright © by The McGraw-Hill Companies, Inc. fillment through unusual plots, comic and tragic situ- Islamic ations, and a cast of unforgettable characters. Achievements 2. 4. 3. History Medicine Reading Check Comparing What are the similarities Architecture between the Rubaiyat and The Arabian Nights?

CHAPTER 6 The World of Islam 209 106 World History

COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY Creating a Multimedia Presentation To help students understand the role and influence of Islamic decorative arts, divide the class into two groups. One group will research and prepare a presentation on the different styles of art and architecture in the Islamic world. The presentation should include illustrations of each type of art along with an explanation of the different styles. The WORLD HISTORY: second group should investigate the ways Islamic art influenced European art and prepare a pres- Page 208: 20B–C, 23A–B, 26A entation similar to that of the first group. Allow time for questions after each presentation. L3 WH: Page 209: 19A, 20A–C, 25C, 26A 20A–C, 25B, 25E, 26D; ELA: Gr9/Gr10: 13B–E For grading this activity, refer to the Performance Assessment Activities booklet. 209 CHAPTER 6 Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11) Section 4, 207–210 palaces. One feature of these castles was a gallery over the entrance gate with holes through which boiling History through Architecture oil could be poured down on the heads of attacking forces. This fea- Answer: because the Hadith (an early ture was taken over by the cru- collection of Muhammad’s sayings) saders and became part of warns against any attempt to imitate European castles. God by creating pictures of living The finest example of the Islamic beings palace is the fourteenth-century Alhambra in Granada, Spain. Every inch of the castle’s surface is decorated in floral and abstract patterns. Much of the decoration is Answer: The Great Mosque of plasterwork that is so finely carved Samarra covers ten acres, and its History through Architecture that it looks like lace. The Alhambra is considered an excellent expression of Islamic art. minaret is unusual because of its The Mosque of Córdoba This mosque in Most decorations on all forms of Islamic art con- Spain is famous for the symmetry of its arches. outside spiral staircase. sisted of Arabic letters, natural plants, and abstract Intricate arabesque patterns highlight the interior figures. These decorations were repeated over and of this mosque and others. Why do mosques over in geometric patterns called arabesques that use abstract forms of decoration? Who?What?Where?When? completely covered the surfaces of objects. Mosques Mosques fulfill numerous No representation of the prophet Muhammad ever adorns a mosque, in painting or in any other art functions. They contain schools, Because the Muslim religion combines spiritual form. The Quran does not forbid representational libraries, and hospitals. Have students and political power in one, palaces also reflected the painting. However, the Hadith, an early collection of research the role of the mosque in glory of Islam. Beginning in the eighth century with the prophet’s sayings, warns against any attempt to Muslim daily life and prepare oral the spectacular castles of Syria, Islamic rulers con- imitate God by creating pictures of living beings. As reports focusing on one of a structed large brick palaces with protective walls, a result, from early on, no representations of figures mosque’s functions. L3 gates, and baths. appear in Islamic religious art. Designed around a central courtyard surrounded by two-story arcades and massive gate-towers, Reading Check Summarizing What are the charac- Islamic castles resembled fortresses as much as teristics of the largest mosque ever built? Reteaching Activity Ask students to write five sentences that describe specific Islamic discoveries and techno- logical innovations in areas such Checking for Understanding Critical Thinking Analyzing Visuals as mathematics, science, and 1. Define astrolabe, minaret, muezzin, 6. Evaluate Argue against the viewpoint 8. Examine the mosque at Samarra on technology. Ask students to arabesque. that Islamic civilization was mainly a page 209 and the mosque shown preserver and transmitter of culture, on page 190. Compare and contrast Ibn-Rushd, Ibn Sina (Avi- describe the changes produced 2. Identify rather than a creator of culture. how both mosques reflect Islamic cenna), Ibn-Khaldun, Omar Khayyám, by these discoveries and innova- architecture. Alhambra. 7. Organizing Information Create a ELL tions. L1 WH: 20B, 23A, 25C; table like the one below to identify and Samarra, Granada. ELA: Gr9/Gr10: 4B, 4F 3. Locate describe two important Islamic works 4. Explain how the Muslims transmitted of literature. 9. Descriptive Writing Imagine that ancient literature to other cultures. Literary Work Description you are a young Muslim Arab corre- 5. List the other cultures that influenced sponding with a European friend. In 4 CLOSE Islamic art and architecture. a brief paragraph describe Islamic Have students create a chart accomplishments in art and archi- comparing the major features of tecture to your friend. Islamic civilization with those of another civilization they have 210 CHAPTER 6 The World of Islam studied, such as Egyptian, Greek, or Roman. L2 WH: 1A, 19A, 25C; ELA: Gr9/Gr10: 7D, 13B, 13D 1. Key terms are in blue. WH: 26A 5. Arab, Turkish, and Persian ELA: 8. The Samarra minaret is a large 2. Ibn-Rushd (p.208); Ibn Sina Gr9/Gr10: 10B circular tower on top of the (p.208); Ibn-Khaldun (p.208); 6. architecture was imitated by Euro- mosque; the other mosque has Omar Khayyám (p.208); Alhambra peans, advanced medicine, Islamic four minarets. The Samarra ELA: Page 210: Gr9/Gr10: 1A–B, (p.210) ELA: Gr9/Gr10: 10B scholars spurred intellectual life in mosque is massive; the other 4A–B, 4D, 4F, 6A, 7B–D, 7H–I, 8B, 3. See chapter maps. WH: 12A Europe WH: 25D mosque is graceful and delicate. 10A–B, 19B, 20B;Page 211: 4. They translated works from earlier 7. Rubaiyat: collection of simple, WH: 26C Gr9/Gr10: 7F–G, 8A–B civilizations. The translations and down-to-earth poetry; The Arabian 9. Answers will reference Islamic art commentaries influenced Western Nights: collection of folktales, fables, and architecture. ELA: Gr9/Gr10: 210 scholars. WH: 25D and romances WH: 20B, 26C–D 1A–B, 4A–B, 4F Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C(10), US24B(11) Obj 5:8.30A(10), US24A(11)

TEACH Taking Notes Before asking stu- Taking Notes dents to read the skill, ask two students to present oral reports Why Learn This Skill? Using this textbook as a source, read the material on a topic discussed in the chap- Effective note taking involves more than just on “The Life of Muhammad” in Section 1. After writing down everything your teacher says. The reviewing the material, prepare notes as if you were ter. Ask students to write down information you write down should be meaningful writing a report. Use the first set of notes as an the most important points of and concise so that it can be understood and example. each presentation. Then ask for remembered when reviewed. Topic: The Life of Muhammad volunteers to share what they Main Idea: Who was Muhammad? have written. Learning the Skill 1 Born to merchant family but orphaned at age Students should have written To take notes, follow these steps: five the topic of the oral report. • Do not try to write down everything. Listen for the 2 Became a caravan manager and married his rich Under that they should have key points. Note these, along with any important employer listed the important points. facts and figures that support these points. 3 Troubled by gap between poor Bedouins and Explain that the first sentence • Use abbreviations and phrases. rich traders and withdrew to hills to meditate of a report usually states its • Copy words, statements, or diagrams drawn on 4 According to Islamic teachings, received revela- topic. Supporting details follow. the chalkboard. tions from the angel Gabriel Remind students that only the • Ask the teacher to repeat important points you most important details should be have missed or do not understand. Main Idea: How did Muhammad spread the reli- listed when taking notes. • Organize notes from textbooks into an outline. gion of Islam? 1 L1 ELL ELA: Gr9/Gr10: 4A–B, 4E • For a research report, take notes on cards. Note the title, author, and page number. Use them as a 2 reference in your report. 3 Additional Practice

Practicing the Skill Main Idea: What were Muhammad’s teachings? Skills Reinforcement Suppose you are writing a research paper on the 1 Activity 6 topic “The Life of Muhammad.” First, ask yourself 2 Name Date Class questions about the main ideas of this topic, such 3 ✎ Skills Reinforcement Activity 6 as: “Who was Muhammad?”, “How did he spread Taking Notes

the religion of Islam?”, “What were his teachings?” Effective note taking involves breaking topic sentences and words in bold or italic up much of the information you read or type. Clues like these will help you identify Then, find material that answers each of these hear into meaningful parts so that you can important concepts. Your notes should be Applying the Skill understand and remember it. As you listen neatly written and should summarize in or read, take note of key points that are your own words the main ideas and sup- questions. emphasized. In written material, look for porting details of your subject. DIRECTIONS: Read about Islamic culture on pages 207–210 of your textbook. Fill in the Scan a local newspaper for a short editorial or an arti- missing information in the outline below to prepare notes. cle about an important issue or event in the world Main Idea: Philosophy, Science, and History A decorative tile 1. with inscription today. Take notes by writing the main idea and sup- “Allah is Great” porting facts. Summarize the article using only your notes.

Glencoe’s Skillbuilder Interactive Workbook, Level 2, provides instruction and practice in key social studies skills. CD-ROM Glencoe Skillbuilder Interactive Workbook CD-ROM, Level 2 211 This interactive CD-ROM reinforces ANSWERS TO PRACTICING THE SKILL student mastery of essential social studies skills. Main Idea Main Idea 1. He converted his wife and set out to convert the peo- 1. Allah created the universe and everything in it. ple of Makkah. 2. Those who desire to achieve life after death must sub- 2. He and his closest supporters went to Madinah in 622 ject themselves to the will of Allah. (the Hijrah) to try to win support from that city’s people. 3. Obeying the will of Allah means following the Five Pil- 3. He and his followers attracted large numbers of lars of Islam. WORLD HISTORY: supporters. Page 210: 19A, 20A–B, 25D, 26A, Applying the Skill: Answers should demonstrate a knowl- 26C–D Page 211: 25C edge of the note-taking skills presented in this Skillbuilder. 211 CHAPTER 6 Assessment and Activities

MJ Using Key Terms 14. Economics How did the caravan trade benefit the Arabian MindJogger Videoquiz Peninsula in the fifth and sixth centuries and why did the Use the MindJogger Videoquiz to 1. are Muslim houses of worship. trade routes change during this time? review Chapter 6 content. 2. The leader of the Seljuk Turks was called a , or 15. Culture What is the significance of the Black Stone and “holder of power.” where is it located? 3. A crucial part of every Muslim city or town was the covered Available in VHS. 16. Geography Trace the expansionist movement of the Arabs market, called the . from 632 to 1055. 4. The journey of Muhammad from Makkah to Madinah is 17. History What is the basic message of the Quran and when known in history as the . was it compiled? Using Key Terms 5. The sacred book of is called the Quran. 18. Culture What were some of the physical characteristics of 1. mosques 2. sultan 3. bazaar 6. According to the Quran, means struggle in the way Islamic cities? 4. Hijrah 5. Islam 6. jihad 7. hajj of God. 19. History What are the main differences between the Shiites 8. arabesques 9. shari’ah 10. vizier 7. One of the Five Pillars of Islam is making a pilgrimage, called and the Sunnis? the , to Makkah. WH: 26A; ELA: Gr9/Gr10: 6A 20. Science and Technology Name three contributions by 8. Islamic geometric designs entwined with natural plants, Muslim scholars in the fields of mathematics and the natural Reviewing Facts Arabic letters, and abstract figures are known as . sciences. 11. It caused Arabs to organize into 9. Islamic scholars and theologians organized Islamic moral rules into the , or code of law. Critical Thinking tribes to help each other. Each tribe 21. Compare and Contrast Compare and contrast the Islamic was ruled by a sheikh chosen from 10. During the Abbasid dynasty, the council that advised the caliph was led by a prime minister known as a . religion to Christianity. one of the leading families. All tribes 22. Drawing Conclusions Evaluate the significance in world in a region were loosely connected Reviewing Key Facts history of the Battle of Tours in 732 and the destruction of with each other. Arabs supported the Muslim fleet in 717. themselves by herding sheep or 11. Geography How did the harsh environment of Arabia farming. After the camel was domes- shape the political and economic life of the people? Writing About History ticated they began to expand their 12. Government Who were caliphs and how did they adminis- 23. Expository Writing The Arabian Nights incorporates tales caravan trade. WH: 12B ter their empire? from many cultures. What does this tell us about the diverse 13. History Identify the changes in the Arabian Peninsula dur- nature of Islamic society? Find a story from The Arabian 12. a successor to Muhammad, origi- ing the 600s. Nights and analyze how it reflects Islamic society. nally both a spiritual and a political leader; ruled with the assistance of a council headed by a vizier WH: 15B 13. development and spread of Islam; emergence of Arabia as the center Islamic civilization is renowned for its innovation, movement, and cultural diffusion. of a Muslim empire ELA: Gr9/Gr10: 10B Innovation Movement Cultural Diffusion 14. communities along the route pros- • irrigation • trade routes • Bureaucracy relies on pered; political disorder in Meso- • astrolabe • Arab expansion in non-Arabs. potamia and Egypt made existing • algebra Africa, Asia, and Europe • Arabs translate routes too dangerous WH: 12B Greek philosophers. • large-scale paper • movement of Arab 15. all Arab tribes revered the Black manufacturing center of power from • Ibn Sina’s medical Stone; in the Kaaba in Makkah WH: Makkah to Baghdad textbook is standard 19A to Cairo in Europe. 16. 640—Syria; 642—Egypt, northern Africa; 650—Persia; 725—Spain; 212 CHAPTER 6 The World of Islam 732—stopped at Tours in Gaul; by 750 Arab expansion had stopped; in buildings with fountains and secluded courtyards, pub- 1055 Seljuk Turks captured Baghdad Critical Thinking lic baths, bazaars WH: 20B 21. Both are monotheistic; both have prophets; both have WH: 7A 19. Shiites accept only the descendants of Ali as caliphs; laws; both offer the hope of salvation and an afterlife. 17. There is no god but Allah, and Sunni Muslims accept the descendants of the Muhammad was not divine, and Islam views Muham- Muhammad is his prophet. It was Umayyads as caliphs. WH: 19A mad as the last and greatest prophet and the Quran as compiled in 635. WH: 19A 20. Answers include passed on the Hindu numerical the final scriptural revelation. WH: 19A, 25C 18. palaces for the caliphs or local gov- system; created algebra; perfected the astrolabe. 22. Islamic expansion into Europe was stopped. WH: 25C ernors, mosques for worship, public WH: 23B

212 CHAPTER 6 Assessment and Activities HISTORY Abbasid Trade Routes, 800

° ° ° ° 20 E 30 E 40 E 50 E Aral N Self-Check Quiz Abbasid Empire, 800 Sea HISTORY Trade route W E C Visit the Glencoe World History Web site at B a Y S sp Z Black Sea ia tx.wh.glencoe.com and click on Chapter 6–Self-Check n ° A 40 N N S Constantinople e Quiz to prepare for the Chapter Test. a TI NE Have students visit the Web site at EM T PI ig IRAQ RE r i tx.wh.glencoe.com to review Chapter s SYRIA R PERSIA . Baghdad 6 and take the Self-Check Quiz. Analyzing Sources Medite rranean Sea Damascus Euphrates Kufa ° Read the following poem by Omar Khayyám as translated by Jerusalem R. 30 N PALESTINE P er Ehsan Yarshater. si an Gu EGYPT R lf Making Decisions e d They did not ask me, when they planned my life; S ARABIA e 27. Some students may prefer the “ 0 500 miles a . Why then blame me for what is good or bad? R Madinah e l nomadic lifestyle, with its simplicity, i °N Yesterday and today go on without us; 0 500 kilometers N 20 Lambert Azimuthal Equal-Area projection Makkah Tomorrow what’s the charge against me, pray? lack of stress, and closeness to In youth I studied for a little while; nature. Others may prefer the cos- Later I boasted of my mastery. Analyzing Maps and Charts mopolitan life offered by a city. WH: Yet this was all the lesson that I learned; 28. The Umayyads moved their capital from Makkah to Damas- 25B, 27B We come from dust, and with the wind are gone. cus, and the Abbasids then moved it to Baghdad. What were Of all the travelers on this endless road the advantages of these moves? Analyzing Maps and Charts No one returns to tell us where it leads, 29. Trade went overland or by sea. What were the advantages 28. moved closer to trade routes, Bagh- There’s little in this world but greed and need; and disadvantages of each method? dad was center of empire, therefore, Leave nothing here, for you will not return. ” 30. How far did a caravan travel overland from Makkah to well protected WH: 11B, 26C Constantinople? Calculate your answer in miles and kilo- 24. How do you think Omar Khayyám viewed life in Southwest 29. overland was slow, perhaps bandits; meters using the map’s scale. Asia in the twelfth century? sea travel was expensive, needed 25. Find another translation of this poem and compare the two. ships and crews; weather unpre- Are they similar? How do they differ? Can you corroborate dictable WH: 27A which translation is most representative of the original poem? Explain the steps you took to make your decision. 30. over 1,500 miles (2,500 km) WH: 25I

Applying Technology Skills Directions: Choose the best answer to the 26. Creating a Database Search the Internet to find informa- following question. tion about different modern Islamic countries. Build a data- What is a similarity between the religions of Islam and base collecting information about the Islamic countries of Christianity? the world. Include information about beliefs, practices, and F They are both monotheistic. demographics of each country. Identify each country’s major Answer: F G They both believe that Allah and Muhammad are Answer Explanation: Students cities, major imports and exports, and cultural treasures. prophets. Choose one country and present your findings to the class. should apply a True/False test to H Both religions forbid the eating of pork. each answer before responding. J Believers of both religions were persecuted by the Making Decisions Romans. 27. Imagine that you are a Bedouin, used to living in the desert Test-Taking Tip: When a question asks for a similarity, with your family. You have grown accustomed to the nomadic lifestyle. You are offered the opportunity to join check that your answer is true for both parts of the compar- Bonus Question another family in the city, go to school daily, and meet new ison. In this case, you need something that is true for both ? friends who have grown up in the city. What would you faiths. Wrong answer choices often describe only one half choose to do? Justify your answer with logic and support of the comparison. Ask: What role may Muhammad’s your position with research from both traditional and elec- personal life have played in the tronic sources. Muslim attitude toward merchants? (Since Muhammad was a successful CHAPTER 6 The World of Islam 213 merchant himself, he respected merchants and conveyed this attitude to Writing About History 25. Answers will vary. There are many translations. WH: his followers.) 23. It tells us that Islamic society assimilated influences 20B–C, 25B–C; ELA: Gr9/Gr10: 7B from other cultures. Students will select a story from The Arabian Nights. WH: 20B Applying Technology Skills 26. Answers will vary. Islamic countries include Indonesia, Analyzing Sources Malaysia, Pakistan, Afghanistan, Sudan, Somalia, Alba- 24. skeptical about life; life passes too quickly; not enough nia, countries of North Africa and the Middle East. importance placed on the meaning of life; too much WH: 11A, 25B, 26C, 26D emphasis on “things” WH: 20B–C, 25B–C

213 Introducing World Religions Travel, the media, the Internet, immigration, and interactions with classmates are just a few ways that students have been exposed to religion. In your Major World Religions ow was the universe created? What classroom there may be students Religion Number of Followers of various beliefs and religious H happens when we die? How do we affiliations. Despite the availabil- become good people? These are some of the Christianity 1,974,181,000 ity of information, many people questions that religions attempt to answer. remain ignorant about world By creating an organized system of worship, Islam 1,155,109,000 religions. Before students read religions help us make sense of our lives and the World Religions feature, ask our world. Hinduism 799,028,000 them to identify as many major Religion can be an individual belief. In some Buddhism 356,270,000 religions as they can and list nations, religion is also state policy. Throughout the facts they know about each history, religions have had the power both to Confucianism 154,080,000 religion. What areas of religion unite people and to create terrible conflict. would students like to learn Today, there are thousands of religions practiced Judaism 14,313,000 more about? (Answers may by about 6 billion people around the world. include Baha’i, Buddhism, Chris- Source: Encyclopaedia Britannica Book of the Year. tianity, Confucianism, Hinduism, Note: The figure for Confucianism includes Chinese followers. Jainism, Judaism, Islam, Sikhism, Shintoism; students may also list World Religions the Church of Jesus Christ of Latter- 120°W 60°W 0° 60°E120°E day Saints, Unification Church, ARCTIC 60°N Theosophy, International Society CIRCLE NORTH for Krishna Consciousness) L1 AMERICA N EUROPE W E ASIA S Critical Thinking 30°N TROP IC OF CANCER During your class discussions, Atlantic Pacific Ocean it is important that students Pacific AFRICA Ocean Ocean demonstrate the proper respect EQUATOR 0° for views and beliefs that may SOUTH Indian differ from their own. Therefore, AMERICA Ocean you may want to ask the class Official or principal religion practiced TROPIC OF CAPRICORN Christianity: Other: AUSTRALIA to develop guidelines for dis- Orthodox and other Buddhism 30°S 0 3,000 miles cussing religion. Guidelines Eastern Churches Confucianism Protestantism Hinduism 0 3,000 kilometers might include not judging the Roman Catholicism Judaism Winkel Tripel projection Islam: Traditional religions ANTARCTIC CIRCLE validity of a religion; showing Shiite 60°S respect and understanding for Sunni all ideas presented, and being ANTARCTICA receptive to the interpretations offered; not accepting or reject- 214 World Religions ing views as right or wrong, better or worse. Post guidelines INTERDISCIPLINARY CONNECTIONS ACTIVITY on the chalkboard or on an overhead transparency. WH: 25G; ELA: English Language Arts As in any field of study, religion has developed its own specialized vocabu- Gr9/Gr10: 1A lary. In a class discussion, ask students to identify unfamiliar words that they have been introduced to by the World Religions feature and that they have come across in their research for the various exercises. Have students work in groups to create a glossary of twenty-five religious terms. Encour- age students to illustrate their glossaries. Have students include definition, pronunciation, syllable ELA: Page 214: Gr9/Gr10: 8B divisions, and etymology where possible. ELL L1 WH: 26A; ELA: Gr9/Gr10: 6A–E Page 215: Gr9/Gr10: 6A, 8B

214 Local ReligionsI Although some religions have spread worldwide, many Critical Thinking people still practice religions that originated and developed Students today may be most in their own area. familiar with religions based on sacred text. For example, Australia the Bible, Quran, and Torah are essential to adherents of Chris- There are no deities in the traditional beliefs of the Aborigines of Australia. Their lives tianity, Islam, and Judaism, revolve around a belief known as the respectively. Practitioners of Dreamtime. According to aboriginal those faiths are sometimes mythology, ancestor heroes created the referred to as “people of the world and all it contains during the Dream- Book.” Non-literate societies time. The Aborigines also believe in spirits throughout history, however, that inhabit the natural world and can be reborn or return to the earth many times. have also been deeply religious. Ask students to identify and analyze ways non-literate people Africa pass on their faith to future gen- Many Africans south of the Sahara continue erations, worship, and express traditional religious practices. Because Africa has their beliefs. (myth, ritual, draw- many ethnic groups, languages, customs, and ing, sculpture, magic, song, dreams, beliefs, it is not surprising that local religions are prayer) L2 just as diverse. Despite the differences, however, most Africans recognize one god whom they consider to be a supreme creator. Connecting Across Time Ask students to select one of their responses to the question in Japan the Critical Thinking activity, In Japan there are over 80,000 Shinto and have them conduct further shrines, such as the one shown to the left. research on this issue. Is the Shintoism, which goes back to prehistoric means they selected in use times, has no formal doctrine. Believers today? Is it common to all reli- worship kami, which are sacred spirits that take on natural forms such as trees or gions or exclusive to a particular mountains. They also worship ancestors religion? Ask students to write a or protectors of families. paragraph with their research results. L2 WH: 26A–B North America Enrich The Navajo religion is distinct in that it must be Invite clergy from different faiths practiced in a particular geographical area. Navajo to come to your class. Tell the people believe that the Creator instructed them never to leave the land between four sacred moun- clergy in advance how much tains located in Colorado, New Mexico, and Arizona. time they will have, who the Navajo dwellings, called hogans (at right), are sacred other guests will be, and what and constructed to symbolize their land: the four you would like them to speak posts represent the sacred mountains, the floor is about. Before they come, have Mother Earth, and the dome-like roof is Father Sky. students prepare a list of inter- view questions. If possible, allow World Religions 215 the clergy to see the list ahead of time. WH: 25G; ELA: Gr9/Gr10: COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY 4A, 14C Creating an Oral Presentation Divide students into small groups. Have each group select one of the geographic areas featured on this page. Each group will prepare a presentation for the class on a local religion associated with the geographic area they selected. The presentation should include political and thematic maps, a brief history, a description of the beliefs and practices associated WORLD HISTORY: with the local religion, and photos or artifacts if possible. Encourage the students to discover how Page 214: 19A–B the local religion meets the needs of that particular culture. Each group should prepare a short Page 215: 19A, 26A quiz that students will take after the presentation. The quiz should contain three or four fact-based questions and one critical thinking question. L1 WH: 11A, 26C–D; ELA: Gr9/Gr10: 4D 215 Major ReligionsIHistory and Beliefs Connecting Across Time Ask students to define religious liberty, religious toleration, separation of church and state, and Buddhism state-based religion. Using an Buddhism began in India around the sixth atlas and other sources, ask stu- century B.C. and today is practiced by over dents to identify countries that 350 million people throughout Asia. It is based practice each of these policies. on the teachings of Siddhartha Gautama, Encourage students to examine known as the Buddha, or Enlightened One. the historical basis behind the The Buddha taught that to escape the suffering caused by worldly desires, people must follow practice. Assign students to the Eightfold Path, which prescribes a life identify examples of religious of morality, wisdom, and contemplation. influence in both historic and The Wheel of Law (at left) is an important contemporary world events. Buddhist symbol, representing the endless Compile a class list and use it as cycle of life. a basis for discussion throughout the year. WH: 19B; ELA: Gr9/Gr10: 6E Christianity Christians believe in one God and that Jesus Who?What?Where?When? Christ is the Savior, the Son of God, who was sent to Earth and died on the cross to save Clergy Most religions are guided or humanity. Christians believe that faith in Jesus led by clergy. Clergy are religious lead- saves believers from God’s penalty for sin and ers who may be paid staff or volun- bestows eternal life. The cross remains a very teers. Some religious denominations potent symbol of the religion. For Christians, the require clergy to obtain advanced Bible is the inspired word of God. Christianity education; others do not. Some clergy began approximately 2,000 years ago. It is practiced by are appointed by the religious admin- almost 2 billion people in nearly all parts of the world. istration, others are selected from within the religious community they serve. Procedures and requirements for becoming a member of the clergy vary from religion to religion and also Confucianism among denominations within reli- Although many people consider Confucianism gions. Titles of clergy members also a religion, it is actually a philosophy based on vary. Depending upon the religion, a the teachings of Confucius, a Chinese scholar member of the clergy could be called who lived about 500 B.C. He believed that moral rabbi, priest, mullah, pastor, mujtahid, character and social responsibility were the way or chaplain, to name just a few. to lead a fulfilling life. Confucianism has been an important influence on Chinese life since its founding, and Confucius is often honored as a spiritual teacher.

216 World Religions

MEETING INDIVIDUAL NEEDS Visual Symbols are associated with almost every religion. Religious symbols serve many functions. The symbol may communicate a truth or doctrine about the faith. For Protestants, for example, the empty cross communicates God’s power over death. Symbols also give a sense of identity to partici- ELA: pants of a religion. Sikhs wear a ceremonial sword as a sign of dignity and as a sign of their struggle Page 216: Gr9/Gr10: 10B against injustice. Ask students to identify the symbols associated with the six religions on this page Page 217: Gr9/Gr10: 8B and the next. Have students bring six index cards to class. On one side of the index card students should draw the symbol associated with one of the religions. On the other side students should describe what the symbol represents. Give extra credit to students who research additional religious 216 symbols. L2 WH: 20A; ELA: Gr9/Gr10: 4B Major ReligionsIHistory and Beliefs Critical Thinking Ask students to imagine that they are members of the local Hinduism city council. For years the city Hinduism is the world’s oldest organized religion, has decorated city hall with a starting in India about 1500 B.C. It has influenced and nativity scene and a menorah. absorbed many other religions. This has led to a wide A city resident complained that variety of beliefs and practices among its followers, the display violated the separa- who number about 800 million and still live princi- pally in India. Although Hindus worship a number of tion of church and state clause gods, today they primarily worship Siva and Vishnu of the U.S. Constitution, and the (shown at left). Siva represents both the destructive resident has threatened a law and creative forces of the universe. Vishnu is consid- suit. The city immediately ered the preserver of the universe. banned all holiday displays. Long-time residents are angry that a harmless tradition that they have long enjoyed is now Islam gone. They are threatening to The followers of Islam, known as Muslims, vote the city council out of office. believe in one God, Allah. They also accept In their roles as council members, all the prophets of Judaism and Christianity. ask students to use a problem- Muslims follow the practices and teachings of solving process to identify the the Quran, which the prophet Muhammad problems associated with this said was revealed to him by Allah beginning issue, gather information, list and in A.D. 610. In 2000, there were about 1.1 billion Muslims, living mainly in Asia and consider options, consider Africa. Islam is often symbolized by a crescent advantages and disadvantages, moon, an important element of Muslim ritu- and then to develop guidelines als, which depend on the lunar calendar. for public displays that meet local ordinances and federal laws, as well as reflect the community’s beliefs and wishes. Stu- dents should also evaluate the Judaism effectiveness of their proposed Jews believe in only one God; in fact, their faith, solution. L3 WH: 2B, 19B, 27A–B Judaism, was the first monotheistic religion. Today about 14 million people throughout the world prac- Connecting Across Time tice Judaism, with most Jews living in Israel and the Religious, cultural, and national United States. The main laws and practices of identities are often intertwined. Judaism are contained in the Torah (the Pentateuch), the first five books of the Hebrew Bible. The six- Ask students to identify places pointed star, known as the Star of David (see the where religious, cultural, and Torah mantle at left), was rarely used as a Jewish national identity have been com- symbol until the nineteenth century. Today it is bined. Then assign students to widely accepted and appears on the Israeli flag. watch televised news programs and read the front-page section of the newspaper for three days. World Religions 217 Have students report on the local, national, or international CRITICAL THINKING ACTIVITY events where religion has played a role. L1 WH: 19B Using Primary and Secondary Sources Have students select one of the religions that is practiced in their community as a basis for a research project. Have the class develop questions that students will use to research the religion they selected. Include: What does the religion say about God or gods? Is there life after death? How was the world created? Does belief solve the problem of sin, suffering, and how to live in harmony with others? What moral values are associated with the religion? WORLD HISTORY: Have students conduct their research using primary and secondary sources. Remind students that Page 216: 19A they must evaluate the validity of their sources, and that they should also identify biases within their Page 217: 19A research material. After students have completed their research projects, set aside time for a class discussion. L3 WH: 19A, 25F–G; ELA: Gr9/Gr10: 13E 217 Major ReligionsIWorship and Celebrations Connecting Across Time Places of worship have been designed to evoke a sense of awe or perhaps a deeper understand- Buddhism ing of God or the deity wor- The ultimate goal of Buddhism is to reach shiped. The architecture of these nirvana, an enlightened state that frees an indi- buildings reflects an artistic ideal vidual from the suffering that is found in life. of the culture. Decorations and Anyone might reach nirvana, but it is considered most attainable by Buddhist monks. These architectural embellishments devout believers usually live in monasteries, illustrate scenes from sacred text leading a disciplined life of poverty, meditation, or from history, or reflect the tra- and study. Those who are not monks pursue dition or laws concerning wor- enlightenment by making offerings and per- ship. Ask students to identify forming rituals such as walking clockwise places of worship in their com- around sacred domes, called stupas. munity today. Is the actual building as important today to the practice of worship as it was in past times? You might wish to have students refer to page 332 Christianity in their text, which features Christians gather weekly to worship God and Gothic church architecture and pray. Christians also observe important and joy- to Chapter 6, which has many ful holidays such as Easter, which celebrates the illustrations of mosques. Ask resurrection of Jesus Christ. Christians believe students to analyze how the that his resurrection was the evidence of God’s power over sin and death. Holy Week, the week architecture transcends the cul- before Easter, begins with Palm Sunday, which tures that produced these mas- celebrates Jesus’ arrival into Jerusalem. Maundy terpieces. L1 ELL WH: 20A–B Thursday, or Holy Thursday, commemorates Jesus’ last meal with his disciples. Good Friday Connecting Across Time is a somber day in remembrance of Jesus’ death. Mohandas Gandhi and Martin Luther King, Jr., were inspired by Henry David Thoreau, a New England transcendentalist. Confucianism Ask students to analyze the influence of significant religious Confucianism does not have a god or clergy and does not concern itself with what could be con- leaders such as Pope John Paul sidered religious issues. It is more of a guide to II, Mother Teresa, and Arch- ethical behavior and good government. Despite bishop Desmond Tutu on events this, Confucius is venerated as a spiritual leader, in the twentieth century. Have and there are many temples dedicated to him. students create an oral or visual His teachings were recorded by his students in a presentation in which they book called the Analects, which have influenced Chinese people for generations. describe the ways those individuals influence others today. L2 WH: 10B, 19B 218 World Religions

COOPERATIVEEXTENDING LEARNING THE CONTENT ACTIVITY Visual Presentation Celebrations and holy days are often the most memorable activities associated with religion. Celebrations can be joyous or somber, open to the entire community or to a small group. Have students work in small groups to examine a religious celebration such as Purim, ELA: Id al-Fitr, Easter, or a Passover Seder. Ask students to bring in food items, clothing, gifts, or decora- Page 218: Gr9/Gr10: 8B tions associated with that celebration and to explain their history and symbolism. Remind students Page 219: Gr9/Gr10: 8B of the guidelines they developed in an earlier exercise for discussing religion. L1 WH: 19B; ELA: Gr9/Gr10: 16A–D

218 Major ReligionsIWorship and Celebrations

Hinduism Hindus believe that after death the soul Philosophy Based on the infor- leaves the body and is reborn in another mation in the text, the exercises stu- person, animal, vegetable, or mineral. dents have completed, and their Where a soul is reborn depends upon its personal experiences, guide students karma, or the accumulated merits or faults in a discussion of the ways in which of its past lives. One of the ways Hindus religion gives value and meaning to increase “good” karma is through rituals such as washing away their sins. The life. Have students refer to informa- Ganges is considered a sacred river to tion presented in the first units of the Hindus, and each year thousands come to text, as well as to current events. L3 bathe in the water to purify themselves. WH: 25C–H

Connecting Across Time Religious persecution is an Islam unfortunate fact. Ask students Ramadan is the ninth month of the Muslim cal- to identify periods of religious endar, commemorating the time during which persecution in the chapters they Muhammad received the Quran from Allah. have already read and to name During Ramadan, Muslims read from the Quran other major examples of reli- and fast from dawn until sunset. Fasting helps gious persecution, such as the believers focus on spiritual rather than bodily matters. The daily fast is broken with prayers Holocaust. In many countries and a meal called the iftar. People celebrate the today, adherents of a minority end of Ramadan with the Feast of the Fast, or unofficial religion face perse- Eid-ul-Fitr. cution. Despite persistent persecution, many believers would rather lose their jobs, homes, and even their lives rather than deny their faith. Ask students Judaism what conclusions about faith Observant Jews follow many strict laws they can draw from this state- that guide their daily lives and the ways L2 WH: 19B in which they worship. They recite their ment. prayers standing up and often wear a prayer shawl. Their heads are covered as a sign of respect for God. Every synagogue (place of worship) has a Torah, handwritten on a parchment scroll. During services, the Torah is read to the congregation, and the entire text is read in the course of a year.

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CRITICAL THINKING ACTIVITY Compare and Contrast After students study the information in this feature and the preceding chapters, ask students to write essays in which they compare and contrast the historical origins, central ideas, and the spread of major religions and philosophical traditions, focusing on the six discussed in this feature. Students should use the process of historical inquiry to research, interpret, WORLD HISTORY: and use multiple sources of evidence. Assign students the task of evaluating the validity of sources Page 218: 19A they use based on language, corroboration with other sources, and information about the authors. Page 219: 19A Students should also be expected to identify bias in written, oral, and visual materials used in their research. L2 WH: 19A, 25E–G 219