Download Answers Chapter 5 Islam (Preliminary) Activities (p. 103) 1 Using a

Answers
Chapter 5
Islam (Preliminary)
Activities (p. 103)
1
Using a map of the Arabian Peninsula, identify the places named in this geographical
and historical background.
Through the use of maps, students should be able to gain insights into the significance of
the location of the Arabian Peninsula and specific areas in it travelled by Muhammad and
his followers. Students are encouraged to compare distances travelled with their own
experiences of journeying. Why would Muhammad and his followers have travelled? How
would they have travelled? Would they have travelled by day or by night? How long would
particular point-to-point journeys have taken? What might the ethnic and religious mix of
the travellers have been? What would they have talked about or how otherwise would they
have passed the time as they travelled? Would the physical terrains through which they
passed, the climatic conditions and the distances have had any influence on their view of
life? What dangers would they have faced? Could anything in their experience have
provided a catalyst for them to accept Islam or, if they were already Muslims, to reflect on
Islam in their lives?
2
Prepare a written report, or oral report, describing the geography of the region.
Students’ reports will vary.
3
Outline the human endeavours undertaken in the region around 500–600 CE.
Students’ outlines will vary, based on their research.
Activities (p. 107)
1
Outline Muhammad’s eary life.
Students’ outlines will vary. They should develop a sense of the life experience of Muhammad
as a boy, young man and merchant that prepared his for his role as Messenger of God. As
students work through the events documented in Muhammad’s early life they will find
opportunities to reflect on how these experiences had a direct bearing on his first visitation by
the angel of revelation. Muhammad during his early adult life won growing respect in the
Mecca community. After the Call, there were many among them who were to accepting him as
the Messenger of God, and to become the first Muslims. What personal qualities did
Muhammad possess that led people to accept him as what he claimed to be, and to say with
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him ‘There is no god but God? What were the circumstances surrounding his Call, and what led
people to accept him as their leader. Did his claim provoke hostility? If so, why?
2
What event is reported to have happened to him at seven years of age that told of the
unusual life he would have? Explain what happened.
Muhammad at the age of seven was approached by two angels who removed his heart and
cleaned it of a ‘single black spot’. This black spot was a trace of evil; its removal prepared
Mohammad for his vocation as a prophet specially chosen by God.
3
Describe the apprenticeship Muhammad started and what sort of work he would have
undertaken.
Muhammad was a shepherd who then became apprenticed as a caravan trader. He was
involved in purchasing and selling goods as well as managing the distribution of responsibilities
within the caravan party. During this time, he displayed a capacity for strong leadership and
communication skills.
4
How do the words, ‘Did He not find you poor, and enrich you; and find you wondering,
and guide you; find you in need, and enrich you’ (Qur’an 93: 6–8) explain Muhammad’s
life?
Muhammad grew up in material poverty. When he was poor, and later when he had become a
successful merchant, he felt a spiritual emptiness and a questioning yearning. God provided him
with the answers he needed. God enriched Muhammad even before the call with dreams of
‘extraordinary radiance’.
5
Why is the year 610 CE so important? What happened and how did this moment
transform Muhammad’s life?
In 610 CE, Muhammad was first spoken to by the angel Gabriel who presented to him the first
words of the Qur’an revelation. He told Muhammad that he was the new bearer of the religion
revealed to Moses, and this is how Muhammad saw himself. From this moment, he was to have
the responsibility of preaching the religion now being revealed to him.
6
Where did Muhammad get the words for the Qur’an? How and when did these words
reveal themselves to Muhammad?
The first verses of the Qur’an were revealed to him in a cave. Later verses were revealed to him
at critical times during the rest of his life, the moments of revelation being determined by
divine wisdom.
7
Who did Muhammad initially preach to and who did he upset doing this?
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Muhammad initially preached to members of his family and then to the community at large. His
preaching provoked the hostility of the Umayya branch of his tribe, the Quraysh. They were
wealthy and saw his preaching creating social unrest among the poor, who were often the first
to respond to his message. They also feared that his condemnation of idol worship would harm
their business interests.
8
Fearing for his life, Muhammad left. Why did he leave and where was he going?
After the death of his uncle, Abu Talib, whose senior status enabled him to protect him from
tribal enemies, Muhammad began to look for another base where he could preach his message
in relative safety. He heard of a plot to kill him, and so migrated with Abu Bakr to Yathrib
(Madina), about two hundred miles to the north, where he had support and was well
respected.
9
What was his role at Madina?
At Madina he made a treaty (sahifa) with Arab and Jewish tribes. He built a place of prayer, a
mosque. As head of his community, he was designated as a Prophet of God. He was seen as a
spiritual leader and one to whom groups could come for advice and mediation in disputes.
10
How did this role help build his leadership?
The situation, under God’s guidance, made the man. Muhammad needed to exercise great
leadership skills to maintain order in communities with conflicting interests. Inevitably there
were tensions, and the revelations he received gave him the motivation and capacity to
exercise such leadership. His responsibilities increased and did his involvement in the struggle
to maintain Madina’s economy, which depended in large part on control of the north–south
trade route, in face of Meccan hostility. He was able to ensure the livelihood of his fellow
migrants as well as that of the Madinans who supported him.
11
How did his relationship with the Jewish community change during this time?
During this time, relations between the Muslim community and the Jewish tribes deteriorated.
One reason was a latent ethnic hostility between Jews and Arabs. Another was that the Jewish
rabbis claimed that the revelations that Muhammad received did not align with the Torah.
Therefore, they could not accept Muhammad as a new prophet sent after Moses.
12
In what circumstances and when did Muhammad die?
In 632 CE, Muhammad fell ill and died within a few days. This was less than two years after
Muhammad had returned victorious to Mecca.
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Activities (p. 110)
After the death of Muhammad there were decisions to be made as to who would provide
leadership of the community in his place. His first four successors were his Companions, and
were to be known as the rightly guided caliphs. Each had his own personality and abilities that
he used further to maintain and develop Islam as a religious and political entity. There were
community tensions associated with the installation of each of them and this tension escalated
with the appointment of Ali. For the Sunni, ‘Ali is the 4th (and last) of the rightly guided Caliphs.
For the Shi ‘a, he is the first Imam. Students should be encouraged to reflect on how leaders are
chosen, appointed, or consecrated in other religious and political traditions across the world
and through history. In what ways do groups express dissatisfaction with the individuals who in
power? How important is it for a community (religious or secular) to have a leader who
represents the views and vision of its members, and guide them in times of challenge,
uncertainty and crisis
1
Who were the four Caliphs, and how well did they know Muhammad?
The four rightly guided Caliphs were successors to Muhammad’s political authority. Each of
them had a close association with him, they were numbered among his Companions—the first
generation of Muslims–aand played a significant role in the consolidation of Islam in the
Arabian Peninsula, and its expansion in Egypt, Palestine, Syria and beyond.
Abu Bakr—an early Companion and father-in-law to Muhammad
Umar—a Companion who accepted Islam after hearing a recitation of the Qur’anic telling of the
story of Moses around 616.; also a father-in-law of the Prophet
Uthman—a Companion of the Umayya wing of Quraysh; a son-in-law of the prophet
Ali—a paternal cousin of Muhammad and a son-in-law, married to his best-known daughter
Fatima, and father of his only grandchildren
2
Discuss the contribution of each to the development of Islam.
Students’ answers will vary.
3
Why did the appointment of Ali as Caliph lead to civil war? How was this linked to events
immediately after Muhammad’s death?
Students’ reports will vary.
4
Ali had lots of enemies. Who were they and why were they opposed to him?
Prominent among them was Mu’awiya, cousin of Uthman, and governor of Syria at the time of
his death. He opposed Ali as he and others regarded Ali as implicated in the murder of his
kinsman Uthman. Others who had ambitions for the Caliphate also turned him. The Kharijites, a
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sectarian group who believed that the right to rule was founded on moral virtue not race of
descent, became his bitter enemies.
5
How did Ali die? Discuss as a class the changes created by his death.
Ali was murdered as he entered the mosque in Kufa on January 61 CE.
Class discussion.
Activities (p. 113)
The struggles which developed between groups within the Islamic community, and the social
and theological tensions that ensued, took Muslims into uncharted territory. Leadership of the
community was a major issue. Some (the Sunni) held that leadership was decided by consensus.
Others (the Shi ‘a) held that it required lineal descent from the prophet. The turmoil resulting
from this disagreement is etched into the history of Islam and has resulted in divisions which
effect the ways in which Islam is perceived and lived today. Even minority variants of Islam
have had significant influences on the development of Islamic Law and other traditions. Can you
offer any reasons why this is so?
1
What are the origins of the division between Sunni and Shi’a Muslims and how do they
differ in their beliefs?
Sunni—those following the tradition that the first four caliphs, chosen by consensus, and
recognised by the community were the rightful successors to Muhammad.
Shiite—the party of Ali, Ali being seen as member of a sacred family, one of ‘five of the cloak’
Muhammad, Fatima, Ali, Hasan and Husayn. Only those in his bloodline are eligible for the
position of leader. For the Shi’a, Ali is seen primarily not as the fourth caliph but the first Imam
and divinely consecrated leader of the Muslim community after Muhammad.
2
‘For the Shi’a, Ali is not regarded as the fourth Calipf but the first Imam.’ Why is this
statement so significant?
Because of the special Shi’a understanding of the word Imam: one who has an innate
understanding of the esoteric aspect of the Qur’an, and an exclusive authority to interpret its
meanings.
3
What happened to Husayn in his battle to regain the caliphate?
He led an army against Yazid, successor to Mu ‘awiya, in an attempt to overthrow him. As the
battle approached, however, many of his army abandoned him and he was left significantly
weakened. The result was a heavy defeat. He was killed; his head was cut off and taken in
procession to Yazid in Damascus.
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4
Why is this battle so important to the Shi’a identity?
It is important to Shi’a identity because it provided an image of Husayn, grandson of the
prophet, as a martyred Imam, slain by the grandson of Muhammad’s one-time bitter enemy,
Abu Sufyan
5
How is Husayn linked to the fourth Caliph?
Husayn was the son of Ali and younger brother of Hasan (the second Imam).
6
Research the Imami, or Twelvers, and explain what they are waiting for.
Students’ work will vary.
7
This wing of the Shi’a (question 6) are located in which regions?
This wing is principally located in Iraq, Iran, in the Gulf States, and the Indian sub-continent.
There are significant Diaspora communities in North America, Australia and the Indian subcontinent
8
What are the fundamental differences between these two traditions of Islam? Do these
differences necessarily lead to armed conflict or even mob violence?
The differences do not necessarily lead to conflict. The Shi’a is marked by the exuberance of
their exultation of Ali and Fatima and lack of respect for Aisha, reverence for the Imams, selfflagellation to share in the suffering of Husayn on the anniversary of his martyrdom, and
frequent pilgrimages to their tombs. They have a rich cultural and mystical tradition, and a
more developed philosophical tradition than do the Sunni.
Activities (p. 115)
As they live their faith, Muslims have in mind their core beliefs. All their religious actions reflect
a deep tradition that has endured and grown out of the history of Islam, and they are important
because they are the fruit of efforts to ensure a pure and sincere representation of what it is to
be a follower of Islam. Students are invited to reflect on each of the six articles of faith, and in
the light of this reflection, consider what individually they contribute to being a Muslim.
Individually, and as the content of Iman, the level of spiritual commitment which is the interior
life of the religion, they offer Muslims an awareness of the values and goals of life that become
accessible to them through submission to God (Allah). The Qur’an comprises God’s direct
revelations to the Prophet, and Hadith reports of the words and actions of the Prophet,
complement and interpret these revelations, and show how they were realised in the life of the
prophet. Students are to consider the importance of Hadith in a Muslim’s life. If the Quran was
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the only source of reference for religious truth for Muslims, with what challenges would they
be faced? Why?
1
Outline the components of what is referred to as ‘Tawhid’.
Belief in Allah, his transcendence and unity
Angels accompany human beings, guarding and guiding and helping them
The Books of God—the revelations that God has given to his messengers
The Messengers of God—Rusul, vehicles of salvation by virtue of the books entrusted to them
The Hereafter—what will happen on the last day akhira; all will be judged
The Decree—predestination, humans are responsible for their acts but God see all and is`aware
of all that will happen- mystery.
2
What are the implications of the Tawhid for Muslims?
It is acceptance of Allah and total submission to him alone. This act of submission is made by
the utterance of the sentence ‘There is no god but God’. It is accompanied by an awareness of
the reality of Angels, Books of God, his messengers of the hereafter and the decree (qadar).
3
How are the prophets and prophecies incorporated into the Tawhid?
They are seen within the articles of faith. The prophets were men chosen by God to take his
revelations to different peoples. Every prophet was sent to his own people. Every people had
equal rights in the economy of salvation on accepting his message.
Activities (p. 119)
1
What are hadith?
The word hadith is used in two senses: individual reports of the words and acts of the prophet,
and generically to refer to collections of individual hadith.
2
Who put them into writing?
Individual Hadith—the sayings and accounts of the actions of the prophet were at first carried
by the oral tradition. Around the 700 CE, scholars began to collect the Hadith, develop
techniques for ascertaining their authenticity, and preserve them in writing. Among the
transmitters of hadith is Aisha. The two most authoritative compilers are Bukhari and Muslim.
3
Why are they so important to Muslims?
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Hadith complements the Quran and provides guidance and authority for the resolution of
jurisprudential issues. It gives examples of how the Qur’an can be lived out using Muhammad
and the issues he faced as examples.
4
Undertake research to identify more examples of the content of the hadith.
Students’ work will vary.
5
Read the following examples of hadith (page 119) and discuss their meaning and
implications for the life of Muslims.
Students’ work will vary.
Activities (p. 121)
Religious traditions have ways of determining the appropriate responses of their adherents to
the many ethical decisions that need to be made in life. Students are invited to present how
ethical teachings are developed within Islam and what these teachings aim to achieve for all
adherents of Islam. It would be useful to compare the development of Islamic teachings to
those formulated in secular society. Why are ethical teachings required? What ways does Islam
have at its disposal to ensure that Muslims adhere to these ethical teachings? Students may
wish to consider each of the five pillars of Islam, and to reflect on how the implications of each
are deeply related to a full understanding and alignment of Islamic ethical teachings.
1
What is Islamic jurisprudence and what community needs is it designed to meet?
This is the systematic organisation of and guide to Islam’s legal provisions and the realisation of
its ethical values.
2
What are the principles on which Islamic jurisprudence is based?
Islamic jurisprudence (fiqh) is based on the Quran and Hadith, which provide values and
principles that in turn lead to virtue. Virtue is obedience to the teachings that are found within
the Islamic sacred texts.
3
Outline the basic rules of the Islamic moral code and explain their ethical implications.
Avoid whatever defiles body or mind.
Give full weight and measure as justice demands.
Lay no hands on the property of an orphan.
Slay no-one who God has protected without just cause.
Never kill your children out of poverty for God will provide.
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4
Explain what is meant by the terms halal and haram.
Halan: Classified as permitted
Haram: Classified as forbidden
Activities (p. 125)
1
Outline each of the Five Pillars.
Profession of Faith: there is no god but God and Muhammad is his messenger
Prayer/Salat: five daily ritual prayers
Poor Tax/Zakat: payment of a poor tax; 2.5% of the poor have a claim against the wealth of the
rich.
The Fast of Ramadan: no food, drink, smoking, and sex from first light to sunset
Hajj: pilgrimage to Mecca
2
Can one be a believing Muslim without fulfilling faithfully the requirements of all the
pillars? Why or why not?
Student answers will vary.
3
Research the site of Mecca. Why do Muslims believe it has been so important in world
religious history? What does Mecca have to do with Adam and Eve? Would Jews and
Christians visit Mecca in throngs if it oplayed the same role in their religious history as it
did in that of Muslims? What conflicts are still occurring because of events that
happened at Mecca 1400 years ago?
Students’ research and reports will vary.
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