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Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Graphic Organizer
The prophet
Muhammad gains
followers as he shares
the new religion. He
becomes both a
political and religious
leader.
Leaders who follow him
were known as caliphs,
and their kingdoms
were known as
caliphates. They had
political power but
were not prophets.
Islam
emerges
on the
scene
Since most conquered
people were not forced
to convert to Islam by
the caliphs, the religion
of Islam did not spread
as fast as the power of
the caliphates.
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The Caliphates
developed into a
political and military
force in the Middle East
and conquered a vast
territory including parts
of Europe and Asia.
Page 1 of 9
September 18, 2014
Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Word Cards
6
caliph
7
prophet
a leader of an Islamic state
or kingdom, regarded as a successor of
Muhammad and by tradition always
male.
a person who speaks for God
or another deity; one who
receives a message from a deity and is
told to share it with others
Example: The caliph was responsible
for organizing and maintaining the army,
but also for keeping order.
Example: The prophet was directed to
share the sacred teachings with his
people.
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8
pilgrimage
9
revelation
a journey to an
important place for
special reasons; can be to an important
religious location for spiritual reasons as
an act of devotion
in religion, the
communication of a
truth or important
lesson by God to a follower or prophet
Example: The people from the town
made a pilgrimage to the birthplace of
their patron saint.
Example: The monk carefully recorded
the revelations the prophet had received.
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10
convert
11
pillar
in religion, to change to or
take up a new belief
system
in architecture, a
column that supports a
structure; in philosophy or religion, a core
principle that is part of the framework of a
larger belief system
Example: Many people who had
followed polytheistic religions in the
Middle East converted to Islam over time. Example: The idea that we should treat
other people as we want to be treated is
a pillar of several belief systems.
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September 18, 2014
Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
12
Shi’ite
13
Sunni
one of the two
great religious
divisions of Islam
that regards Ali, the son-in-law of
Muhammad, as the legitimate successor
of Muhammad, and disregards the three
caliphs who succeeded him
the Muslims
of the branch
of Islam that
adheres to
the orthodox tradition and acknowledges
the first four caliphs as rightful
successors of Muhammad
Example: The Shi’ite faction is the
majority faction in Iran today.
Example: The majority of Muslims in the
world today are Sunnis.
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Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Student Handout 1 - Overview of the History of Islam in the Middle East
Read the article below. As you read, think about how the geography of the Middle East was important; how
Muhammad was an important historical figure; the basic beliefs of Islam; and how the political power of
Islamic kingdoms spread over time. You may want to underline important ideas as you read. After reading,
complete the exercises on the last page of the handout.
Look at the map to the left. In the middle of the circle
you will see the Arabian Peninsula denoted in yellow,
which is the large piece of land that bridges Asia and
Africa. The Arabian Peninsula, by definition has water
on three sides: the Red Sea on the west side, the
Persian Gulf on the east, and the Arabian Sea and
connected Indian Ocean to the south. There is also
water to the northwest with the Mediterranean Sea.
The Arabian Peninsula is
mostly desert, although
there are some more
fertile areas on the edges.
Archaeologists have
found human artifacts
there from as far back as 8,000 BCE and think that at one point, the Peninsula was not as
dry and was covered with grasslands.
The Arabian Peninsula is, in many ways, at the crossroads between Asia and Africa, and
the many waterways around it make it an important area for trade and transportation.
The first people in this region lived where they could raise animals like sheep and goats in areas with enough
vegetation. Later on, probably sometime after 1000 BCE, people began to move into new parts of the peninsula
thanks to the domestication of the camel. The camel allowed people to travel across large areas of the desert between
areas with water (oases). Camels can travel long distances without water and they can carry large loads, including
enough water for people, on packs that people strap to their backs. The camel made it possible for people to travel the
peninsula for trade and exploration, and opened up a new route between Africa and Asia. As civilizations developed,
certain cities on and near the peninsula became important trading centers, and some of the routes of the Silk Roads
passed through this region.
Turn and Talk: How was geography important in shaping the history of this region? Why and how did people move through
and settle in the Arabian Peninsula?
Soldiers from this area, who had learned to use camels as cavalry animals, even fought for the Roman and Persian
armies at different times. The use of camels for desert warfare allowed people from the Arabian Peninsula to gain
control of some parts of the Silk Roads, giving them regional power and access to new products and ideas.
People in this region included pastoral nomads as well as farmers and people who lived in the towns. All of these
groups interacted and depended on each other in some way. The nomads raised different animals and traded meat,
skins, and milk from their animals, while farmers provided grains and other agricultural products. Skilled laborers in
towns provided different goods and products. Towns also served as places where trade was carried out and
coordinated. Nomads who used camels as their pack animals also served as guides and porters for traders who
needed to carry goods across the desert areas. Most people benefitted in some way from these exchanges of goods
and services.
The trade and movement of people through this area brought new products to the Arabian Peninsula, as well as new
ideas. The religions of Judaism and Christianity, which began in the Middle East, were introduced to people in the
Michigan Citizenship Collaborative Curriculum
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Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Arabian Peninsula, even though most people in the area were polytheistic until the development of Islam.
The religion of Islam was begun by a man named Muhammad who was born on the Arabian Peninsula sometime
around 570 CE. Muhammad became recognized as a prophet when he began sharing religious revelations he stated
were important messages from God, or Allah in Arabic, around 610 CE. Many people were drawn to him and the
revelations, and he developed a large body of followers. Muhammad lived in the city of Makkah (now known as
Mecca), which was a caravan stop on an important trade route. This town was also a place of worship associated with
the Prophets Abraham and Ishmael, important figures in religious history for both Jews and Christians.
Muhammad spent 13 years in Makkah, during which the rulers of the area persecuted him, and then he and many of
his followers went to Madinah (Medina) to escape the negative treatment, where he received more revelations. The
journey to Madinah took place in 622 CE, and is used as the beginning of the Islamic calendar and is now made as a
pilgrimage for Muslims. The revelations of Muhammad were memorized and written down in what became the holy
book for Islam, the Qur’an, which means “the recitation,” and which is seen as the word of God by Muslims.
The religion founded by Muhammad became known as Islam, and its followers are known as Muslims. There were
several years of conflict between the growing Muslim community and other groups in the region at this time, including
several battles. Nevertheless, the religion of Islam spread and gained many more followers throughout the region, and
Muslims developed a strong sense of identity and community and established a system of beliefs and practices.
Muhammad became a political leader as well and developed a government system and army. Islam and its leaders
thus became a political force in the region by the time Muhammad died in 632 CE.
Turn and Talk: Besides being an important religious figure, what important historical and political role did Muhammad play?
Muhammad’s political rule was continued by his successors, who were known as
Caliphs, leaders of the political and religious kingdom that was known as the
Caliphate. These leaders exercised political and military power, but were not seen
as prophets or religious leaders on the level of Muhammad. In the 100 years after
Muhammad’s death, the Caliphate armies gained control of a large area that
stretched between North Africa and Central Asia. The Persian Empire was
conquered around 651 CE, and much land was taken from the Byzantine Empire as
well. During a time called the Umayyad Dynasty, from 661 to 750 CE in which the
Caliphs came from the Umayyad family, the Islamic empire even moved into Spain.
An internal conflict developed shortly after the death of Mohammad over who would
be his successor as Caliph. During the course of this “Muslim Civil War,” a split
developed between the Sunni and Shiite factions, a divide which still exists in the
Muslim community up to the present day. Although the Islamic empires controlled lots of territories, this did not mean
that everyone in these lands became a Muslim. As a result the spread of the religion of Islam actually happened at a
much slower pace than the spread of the political control of the Caliphate empires. The expanding Islamic empire
collided with Christian kingdoms to the west in Europe touching off a series of conflicts that would last for over a
thousand years.
As a religion, Islam shares historical, cultural, and geographic origins with Judaism and Christianity. All three religions
are monotheistic, share a belief in one god, and they also share belief in much of the early history of creation as
described in the Old Testament of the Bible. They all believe that God gave teachings to the people of the world
through different prophets, and that these teachings were written down in their holy books. All three religions believe in
moral standards and treating others with kindness. They disagree, however, on some of the prophets and on more
specific beliefs and practices.
Turn and Talk: Islam became a world religion that had a large impact on this region beyond just spreading a new belief system.
How did the Islamic Caliphates play an important historical role in this era?
Adapted from: http://www.islamproject.org/muhammad/muhammad_04_GeographyArabianPeninsula.htm;
https://archive.org/stream/TheNewCambridgeHistoryOfIslamVolume1/The_New_Cambridge_History_of_Islam_Volume_1#page/n235/mode/1up
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September 18, 2014
Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Question – Answer – Relationship Reading Guide
Anytime you answer questions from a text, you are answering one of four types of questions. What makes each type
of question different is what YOU have to DO to answer the questions. Read about the question types below:
Right There:
Words or sentences “right there” in the text will answer the question; you just have to find them.
Think and Search:
Words or sentences in different places in the text will answer the question. You find the answers by
pulling ideas from more than one place in the text and combining them.
Author and You:
Ideas in the text combined with ideas in your head (things that you know or think) will answer the
question. In other words, you use things you already know (or find out if you don’t know) along with
things you learned from reading to answer the text.
On Your Own:
Only ideas in your head, things that you think or know, will answer the question, even if they connect
or are related to the text. So, you have to think hard about what you already know, or go look for
information someplace else, to answer the question.
Raphael, T.E. (1984)
Use these approaches to answer the questions below on a separate sheet of paper:
1) What is the land of the Arabian Peninsula like? (Right There)
2) Describe a few ways that camels helped to shape the history of this region. (Think and Search)
3) What former empires did the Caliphates overlap with? (Author and You)
4) What are the primary religious duties that Muslims are expected to follow? (On Your Own)
5) About when did the Caliphate armies conquer Persia? (Right There)
6) What were three key events in the spread of Islamic political power? Describe and explain why
these events were important. (Think and Search)
7) How is Islam similar to Buddhism as demonstrated by the beliefs and practices of Ashoka,
emperor of the Mauryan Empire? (Author and You)
8) What scientific and cultural advances were made in the Islamic caliphates of this time?
(On Your Own)
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September 18, 2014
Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Summarize your learning about key ideas. For each question below, use your own words to
answer the question with important ideas from the text.
Topic:
Important idea from the reading:
How was geography
important in the history
of Arabia and Islam?
What is the historical
importance of
Muhammad’s life, apart
from his religious role?
What are some of the
primary aspects of the
religion of Islam?
What was the political
and historical
importance of the
Islamic Caliphates?
What did they do?
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Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
Student Handout 2 – Islam Basics
Part I: Vocabulary—Stop and jot Write down what you think each of the following words means. Then take
notes on the definitions from the PowerPoint.
Word and
Pronunciation
Islam [iss-LAAM]
What I think it means…
Definition from the PowerPoint
Muslim [MOOS-lim]
Allah [al-LAH]
Mosque [massk] or
masjid [MESS-jid]
Qur’an [kur-AHN]
Part II: Five Basic Beliefs of Islam
Muslims believe in:
My notes on the beliefs—extra details, something this reminds me
of, etc.
1. One God
2. The prophets
3. The justice of God
4. The Imams (or apostles)
of God
5. The Day of Judgment
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September 18, 2014
Seventh Grade: Early World History
Unit 6: Patterns of Regional and Interregional Power and Conflict: 500 CE – 1000 CE
SS070602
Lesson 2
My notes on the ways in which Islam is similar to Judaism and Christianity:
Part III: Five Pillars of Islam
Stop and Jot: What is a pillar? What do you think it means if something is considered a pillar of a
religion?
The Five Pillars of Islam: The Five Major ___________________________ of Islam
5 Pillars, the
Arabic Words
1. shahada
Explanation
In ONE word, sum up what you
think this means
At least once in every Muslim’s life, he or she must
sincerely recite aloud “La ilaha illa Allah wa-Muhammad
rasul Allah.” Translation: “There is no god but God and
Muhammad is the prophet of God.”
2. salat
Muslims must pray five times a day, facing towards
Mecca.
3. zakat
Muslims give alms to the poor, and support the local
Mosque by donating a portion of their income.
4. Sawm
During the Ramadan, the ninth month of the Muslim
calendar, all Muslims must not eat during daylight
hours, except the very young or sick.
5. hajj
If possible financially and physically, each Muslim must
travel to the city of Mecca once in a lifetime.
Stop & Jot and Turn & Talk: Appeal of Islam Now what we’ve covered the basic beliefs and duties of Islam,
think about would have been appealing to people about Islam during this era. With a partner, list
some of the appealing factors:
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