Download The Islamic World

AKS 34 – The Islamic World
CHAPTER 10
AKS 34 - trace the origins and expansion of the Islamic World between 600 CE and 1300 CE (GPS) (SSWH_D200734)
34a - explain the origins of Islam and the growth of the Islamic Empire
ISLAM:
Bedouins


Muhammad’s Early
Life





Muhammad’s
Revelations


Ideas Rejected in
Mecca


The Hijrah


Muhammad’s Return to
Mecca

EVENTS IN THE LIFE OF MUHAMMAD
Arab _______________
Ideals of courage, loyalty to family, and warrior skills became an important part of the Islamic
way of life
Orphaned at age 6
Raised by his grandfather and uncle
Received very little _______________________
Began working in ___________________ trade as a young man
 Became the trader and business manager for ________________________, whom he
later married
Muhammad was _________________________ in a cave outside Mecca when he heard a
voice who told Muhammad he was a messenger of Allah
 He believed the voice was that of the ______________________________
He came to believe that he was _____________________________________ and began to
teach that _______________ was the one and only God and all others must be
_____________________________
 _____________ = “submission to the will of Allah”
 _____________ = “one who has submitted”
Meccans feared that the traditional Arab gods would be ___________________ and Mecca
would no longer be a center for ______________________
 Mecca had become a religious destination because that was where the
________________ was located
 The Ka’aba was associated with ______________________, a Hebrew prophet and
believer in one God
 Over the years, they had introduced the worship of many gods and spirits – it
contained over 360 idols
Muhammad decided to leave __________________ in 622 after some of his followers were
attacked
He moved to _______________ (later called ____________________), 200 miles north of
Mecca
 This migration is known as the _______________, or “flight”
___________________________ because:
 Attracted many devoted followers
 Became a popular religious leader
 Became a political leader who united Arabs, Muslims, & Jews
 Became a military leader in the hostilities between Mecca and Medina
630: Muhammad & 10,000 of his followers marched to Mecca
 Mecca’s leaders ____________________________ without a fight
 Muhammad destroyed the idols in the Ka’aba and had the call to prayer made from its
roof
 Most Meccans pledged their loyalty to Muhammad and _________________ to Islam
_______________ became a base from which to work toward ______________ the Arabian
Peninsula under _____________
1
ISLAM:
BASIC TENANTS
 There is only one god, ______________
 Each person is responsible for his or her own actions
 Muslims do not separate their personal life from their religious life. Carrying out the Five Pillars of Islam
and other customs ensures that Muslims live their religion while serving in their communities
 To become a Muslim, a person has to testify to the following
_________________________________: “There is no God but Allah,
Faith
and Muhammad is the Messenger of Allah.” This simple statement is
heard again and again in Islamic rituals and in Muslim daily life
 ____________ times a day, Muslims face toward _______________ to
Prayer
pray. They may assemble at a mosque (Islamic house of worship) or
wherever they find themselves
 Muhammad taught that all Muslims have a responsibility to support the
Alms
less fortunate. Muslims meet that social responsibility by giving alms, or
Five
_______________________, through a special religious tax
Pillars
 During the Islamic holy month of ____________________________,
Muslims ____________ between dawn and sunset. A simple meal is
Fasting
eaten at the end of the day. Fasting serves to remind Muslims that their
spiritual needs are greater than their physical needs
 All Muslims who are physically and financially able perform the
_____________, or pilgrimage to Mecca, at least once in their lifetime.
Pilgrimage
Pilgrims wear identical garments so that all stand as equals before Allah
 Hajj to Mecca encouraged _________________ and promoted faith
throughout the Islamic Empire
 Original source of authority is _______________
 Islam has a scholar class called the ________________
 The ________________ is the holy book of Muslims
Sources of
 The best model for proper living is the _______________________________________
Authority
 Guidance of Sunna and Qur’an was assembled into a body of law called ____________
 System of law regulates the family life, moral conduct, and business & community
life of Muslims
Rulers
Abu-Bakr
ISLAM SPREAD
Developments in Islam
 __________________________ died in 632
 Abu-Bakr, a loyal friend, became the first caliph, or “________________________”
 Spread Islam by waging _______________ against nonbelievers
 Jihad has two meanings:
 Means “striving” and refers to inner struggle against evil
 Means “holy war” against those who do not believe
2
 Used the ______________ & _____________________________ as guides to
Rightly-Guided
their leadership
Caliphs
 Mobilized highly disciplined ______________ that conquered Arabia, parts of the
Byzantine Empire, and parts of the Sassanid Empire
 Muslims were __________________________ to extend and defend Islam
Reasons Why  Armies were well _______________________ and expertly commanded
Expansion Was  Byzantine and Sassanid empires were _____________
Successful
 People who had suffered from religious persecution welcomed the more
________________________ invaders
 ________, Muhammad’s cousin and son-in-law, was ________________________
Transition
 This ended the elective system of choosing a caliph
Umayyads
 Moved the Muslim capital to ________________________
 Abandoned the simple life of previous caliphs
 Surrounded themselves with ______________ and __________________
 Collapsed due to religious & political opposition
 Took power because they were the most powerful of the rebel groups that opposed
the Umayyads
 Moved the capital to a newly created city, _______________________
Abbasids
 Developed strong ___________________ to conduct the affairs of the huge empire
 Created a system of ____________________
 Established strong ______________ network
 Failed to keep complete political control over their immense empire, and so they
eventually fell
34b - identify the Muslim trade routes to India, China, Europe and Africa and assess the economic impact of this trade
MUSLIM TRADE NETWORK
Sea
Land
 ____________________________________
 ____________________________________
Trade Encouraged By:
 Muslim ________________________ who set
up ___________ in cities throughout the empire
 Banks offered sakks, or ______________, to
merchants that could be exchanged for cash
throughout the empire
 In Europe, sakk was pronounced “check”,
so using checks dates back to the Muslim
Empire
 ____________________________________
 ____________________________________
Silk Roads & Arabian Peninsula:
 Connected Muslims world to _______________
______________________________________
 Arabian Peninsula
 Connected Indian Ocean trade routes to
Mediterranean Sea
 Muslim merchants needed only to speak Arabic
(_______________________ of Islamic Empire)
and the Abbasid dinar as a currency to travel
 No one person traveled the entire length of
the Silk Road – middlemen would buy goods
in one region and sell them in another
3
34c - explain the reasons for the split between Sunni and Shia Muslims

656




661

The Split

ISLAMIC SPLIT
Uthman, the third caliph, was __________________________
 There was disagreement over who should succeed Muhammad
Ali was the natural choice as a successor, but his right to rule was challenged by Muawiya, a governor of Syria
_________ was assassinated
__________________ family filled the power vacuum & took control
Majority of Muslims accepted Umayyad rule in the interest of peace – they became _______________,
meaning followers of Muhammad’s example
Some continued to resist – they became ____________
 The Shi’a said that the caliph needed to be a descendant of the _______________
_______________________. Shi’a means “party” of Ali.
Another group, the __________, rejected the luxurious lifestyle of the Umayyads and pursued a life of
_________________________________________ to a spiritual path.
34d - identify the contributions of Islamic scholars in culture, innovations, and the preservation of Classical
knowledge to include: medicine (Ibn Sina), geography (Ibn Battuta), origins, and the basic tenants of Islam
MUSLIM
DETAILS/
CULTURE
SIGNIFICANCE
Cities
Social Classes
Role of
Women
Literature
Art
Architecture
Medicine
 Symbolized the ________________ of the caliphate
 _________________ was the capital of the Abbasid Empire
 _________________ city plan included circular design & protective walls
 The upper class was Muslims by ______________
 The second class included ___________________ to Islam
 The third class included _________________________________________
 The lowest class was made up of ______________
**These social classes do not exist anymore
 According to the Qur’an, men and women are ______________ as believers
 Muslim women were expected to ____________________ to men
 Muslim women were expected to be _________________ when out in public
 The _______________ is the standard for all Arabic literature and poetry
 Literary tastes also included poems about nature and the pleasures of life
and love
 Bedouin poets composed poems on bravery, love, and generosity.
 ______________________
 The art of beautiful handwriting
 Allowed artists who could not portray living beings to express themselves
 Lots of cultural blending
 Mix between _______________ & _____________________ ideas with
some Roman ideas mixed in there
 Mostly seen in __________________
 ___________________
 Considered greatest _________________ of Muslim world by Europeans
 Wrote an encyclopedia and wrote the Treatise on Smallpox and Measles
 _________________
 Wrote Canon of Medicine, a standard medical textbook used in Europe
until the 17th century
4
Math & Science
Geography
Philosophy
 New Ideas:
 Reliance on ______________________________________________ &
______________________________
 Ability to find mathematical solutions to old problems
 Science
 Muslim scientists preferred to solve problems by conducting
________________________________ in laboratory settings
 Math
 Al-Khwarizmi
 Mathematician who wrote a textbook explaining “the art of bringing
together unknowns to match a known quantity”
 This was called al-jabr – today called ________________
 ______________________
 Traveler and historian
 Visited most of the countries in the Islamic world, including cities like
Timbuktu and other cities in Mali
 He learned he could travel without fear of crime and praised people for
their study of the Qur’an, but criticized them for not strictly practicing
Islam’s moral code
 Scholars translated works of Greek philosophers into ________________
 ___________________
 Tried to blend Greek views with those of Islam
34e - describe the impact of the Crusades on both the Islamic World and Europe
THE CRUSADES
Causes
Goals
1st Crusade
(1096)
2nd Crusade
(1144)
 1093:
 Byzantine Emperor Alexius Comnenus sent an appeal to Robert, Count of Flanders
asking for help against the Muslim Turks threatening to conquer his capital,
____________________________
 Pope Urban II also read the letter and issued a call for a “_______________,” or a
Crusade to gain control of the Holy Land
 Stop ________________ aggression & regain Holy Land
 Pope wanted to reclaim __________________________ & reunite Christendom (the
Schism in 1054)
 Crusades would unite Europe in a common cause
 Get rid of quarrelsome ____________________ who were fighting each other
 Younger sons wanted land, adventure, and riches
Reasons
Result
 ___________ will
 Conquered ____________________ in
 __________ relief
1099
 Riches in __________________
 Slaughtered Muslims & Jews
Reasons
Result
st
 Same as 1 Crusade
 ____________________ re-take part of the
Holy Land
 1187 – Saladin ____________ Jerusalem
5
3rd Crusade
(1189)
4th Crusade
5th-8th Crusades
Reasons
 Recapture __________________
Result
 Richard the Lion-Hearted & Saladin fought
many battles
 Agreed to _____________ in 1192
Reasons
Result
 Recapture __________________
 Knights did not even reach the Holy Land
and instead ended up looting
___________________
Reasons
Result
 All to recapture __________________  All _________________
 _______________ children under the age of _______ set out to conquer
____________________
 Most died of cold or starvation on the trip there
Children’s Crusade
 The rest drowned at sea or were sold into slavery
 This illustrates the power the Church had because people believed in the teaching so
much that they allowed their children to embark on a dangerous journey
 _________________________
 _____________________________
 Long effort by the Spanish to drive
 Under the direction of Ferdinand
out the Muslims in Spain (called
and Isabella
Moors) – were eventually successful
 Goal was to unify Spanish
Christians and suppress heresy
Spanish Crusades
 Many Jews & Muslims converted
during the late 1400s
 Person suspected of heresy might
be questioned for weeks and even
tortured. Once they confessed, they
were often burned at the stake.
Effects
 Women could manage affairs on the estates or operate shops and inns (because they
were the ones left at home)
Social
 Led to the growth of ________________________________________________ in
medieval Europe – benefits both Christians and Muslims
 Merchants who lived in Crusader states expanded _______________ between Europe
Economic
and SW Asia
 Failure of later crusades lessened the power of the Pope
 Weakened _______________________________
Political
 Increased power of the _______________
 Fall of Constantinople weakened the Byzantine Empire
Impact on Islamic World
 Intolerance and prejudice displayed by Christians in the Holy Land left behind a legacy of
___________________ & _________________ that continues to the present
34f - analyze the impact of the expansion of the Mongol Empire to include the stabilization of trading networks
from China to the Mediterranean world and the decline of the Islamic Empires
SEE AKS 33g
6
34g - analyze the relationship between Judaism, Christianity, and Islam
7