Chapter 9

The World of IslamBy Chelsea Jeanson-Ham, Amber Luedke, and Katie

Newman

Mn Standards

9. Hemispheric networks intensified as a result of innovations in agriculture, trade across longer distances, the consolidation of belief systems and the development of new multi ethnic empires while diseases and climate change cause sharp, periodic fluctuations in global population.

2. Historical inquiry is a process in which multiple sources and different kinds of historical evidence are analyzed to draw conclusions about how and why things happened in the past

http://socialstudies.mpls.k12.mn.us/

Learning Objectives❖ Identify and describe the beginnings of Islam, The growth

of its Empire, and how it affected other cultures.❖ Analyze primary resource to make decisions on what life

was like in the new Islamic civilization.❖ Compare/ contrast the role of women in this civilization to

ones we previously learned about.❖ Describe the basic tenets of Islam and how they helped it

spread.❖ Comprehend how the major innovations of this time

changed the world.

Empire of Faith- PBS Video

Play from 4:00 - 8:04

Things to think about: What were important events in Muhammad's early life?

What did bedouins value? Why?

What effect might this constant warfare have?

What did you learn from this?

The Birth of a New Religion

Pre-Islamic Civilization● Bloody feuds● Variety of Gods, ancestors, nature

spirit● Oral poetry● Increasingly important trade route● Between Byzantine and Sassanid

Empire● Familiarity with outside world

Mecca● Commercial site of Kaaba● Destination for many

Quraysh● Controlled access● Grew wealthy by taxing

trade● Power concentrated in few

ruling families

Muhammad Ibn Abdullah (570-632 CE)

•“Messenger of God”•Deeply troubled by religious corruption and social inequalities•Withdrawal/meditation•Powerful overwhelming experience left him convinced•Revelations (610-632 CE) recorded in Quran•Meant to be recited•Allah: only God, all-powerful creator

Quran•Denounced prevailing social practices of Mecca•Demanded social justice, offered solution•Return to older values (solidarity, equality, concern for poor)•Challenged entire Arab structure•“Umma”: community of ALL believers, replacing other identities

Arabia Transformed•First followers: freed slaves, poor•Attracted opposition•622 CE: Mohammed and followers to Yathrib (Hijra)•Beginning of new Islamic calendar•Umma took shape•Membership based on belief•Political and religious authority in hands of Mohammed

•630 CE: Entered Mecca and declared shrine to one God, Allah•Sharia: example of law that regulates life (“path to water”)•Islam became state and empire•No distinction between religious and civil law

Mecca and Muhammad

http://www.thegospelcoalition.org/article/10-things-every-christian-should-know-about-islam http://www.metmuseum.org/toah/hd/isla/hd_isla.htm

The Five Pillars of IslamI. “There is no god but Allah, and

Muhammad is the messenger of God.”

II. Ritual prayer, performed 5 times a day

III.Almsgiving: requires believers to give generously to support the poor and needy of the community

IV. A month of fasting during Ramadan

V. Pilgrimage to Mecca (Hajj)The Sixth Pillar:VI. Jihad: the personal effort of the believer to abstain from greed and selfishness; a spiritual striving toward living a God-conscious life

The Making of an Arab Empire

❖ tribal raids of surrounding civilizations to an organized state with a central command that could mobilize an army

❖ military expansion= a route to wealth and social promotion

❖ Conversion:➢ profound spiritual transformation➢ forced conversion was rare➢ slaves and prisoners of war were the earliest to convert➢ Islam-governed state provided incentives for conversion

❖ Sunni vs. Shia

Spread and Sunni & Shia

http://3civs.weebly.com/islamic-empire.html

http://webhalal.com/sunni-vs-shia/

Cultural Encounter and India

❖ many Muslim communities emerged in India❖ mostly in regions not highly associated with Hinduism or

Buddhism❖ disillusioned Buddhists, low-caste Hindus, and

untouchables were the ones most likely to convert❖ only 20-25% of India’s population would become Muslim❖ Sikhism:

➢ combined elements of Islam and Hindu➢ one God, karma and rebirth

Cultural Encounter and Anatolia

❖ Largely christian and greek speaking population governed by the Byzantine empire

❖ Sufi practitioners played a major role❖ By 1500 the population was 90% muslim and turkic

speaking❖ Smaller population - 8 million❖ Massacres discrimination, enslavement, famine❖ Built new society that welcomed converts, gave

opportunities for higher offices, but special clothes and tax

❖ Common monotheism made conversion easier❖ Sufis established schools, mills, orchards, hospices, and

rest stops❖ More gender equality for women

Primary Source - Qur’an Surah on Women

Discussion Questions1. How does the way women are treated compare/contrast with other cultures?

2. Does this information change what you previously thought about the treatment of Islamic women? How?

3. What is a number that surprises you? Why?

“QURAN." Women. N.p., n.d. Web. 12 Feb. 2015 http://www.clearquran.com/004.html

http://eng.islam-today.ru/fatwa/places-for-memorization-of-the-quran-in-the-early-years-of-the-hijra/

Cultural Encounter and West Africa

❖ Islam brought by muslim traders rather than by invading armies

❖ Peaceful, gradual acceptance❖ Popular in Urban centers and

used as a trade link❖ Religious appeal for a wider

world❖ Timbuktu, Schools, Libraries,

Mosques❖ No massive migration❖ Arabic not for daily life❖ Ibn Battuta's travels

http://whc.unesco.org/en/list/119/gallery/

Cultural Encounter and SpainLimited and brief encounter•Cordoba capital•Vibrant, mixed culture, prosperous•75% Islamic by 1000 CE

Abd al-Rahman III (912-961 CE)•Freedom of worship•Arabized Christians remained 2nd class

Late 10th Cent: Tolerance eroded•Regime fragmented•Warfare with Christian kingdoms

Al-Monsour (981-1002 CE)•Plundering churches, seize wealth

Social life•Muslims avoided Christian contact•Homes built lower, particular places•Priests forbidden to carry cross/Bible

Ferdinand and Isabella (1492 CE)•Catholic monarchs who took the final Muslim hold on Iberian Penninsula•Post-conquest: Muslims forced to emigrate

Muslims who did stay were forbidden to•Make converts•Give call to prayer•Go on pilgrimage

Impact on Spain•Role in making Islamic learning available to Christian Europe•One way street (wanted secular knowledge, major role in 13 Cent. European civilization development)

Hagia Sophia and Abd al-Rahman III

http://www.teslasociety.com/hagiasophia.htm

http://fr.wikipedia.org/wiki/Abd_al-Rahman_III

Islam as a New Civilization

Internal and external threats•Mongol Empire (13th Cent)•Christian Crusaders (12-13th Cent)

Networks of faith•Common commitment to Islam•Scholars not priests•Rulers (Sultans) subject to criticism, submission to authority

Ulma: system of education (int’l elite)•Madrassas to preserve learning•Philosophy, medicine, math, law•World of debate and reference

Sufi Shaykhs (teachers)•Attracted followers eager to learn•Disciples swore allegiance to teacher•Some limited to regions (ex. Qadiriya order in Baghdad – Arab world and Africa)

Sufi Orders•Followed armies/traders•Emphasis on personal transformation rather than law•Multiple elements, flexible•Ulama sharply critical of deviations from Sharia•Devotional teachings, writings (Ex. Hafiz and Rumi)

Islam as a New Civilization

Exchange of goods, technology, food products, ideas•Rice, sugarcane, bananas, wheat, limes, lemons, watermelon, artichokes, coconut palms, cotton, spinach•Water drilling techniques (Persia)•Improved rockets•Papermaking techniques (mills in Persia, Egypt, Iraq)•Algebra (Indian numerical system)•Original work in Astronomy, optics•Medicine and pharmacology (Greek, Indian practice)•First hospitals, travelling clinics (entered Europe via Spain)

DIVERSE!!!•Reminding us that all Muslims should not be tagged with one label•Many assume hostility is inevitable, but history proves that the future is open

The Battle at Badr

Why do you think Muhammad’s face is obscured in most of Islamic paintings?

What fundamental religious teachings or spiritual truths does this painting seek to convey?

How might you understand the Muslim concern with idolatry?