Pr03a2_No Dark Age in the Islamic World (Slide by Slide Description)

Pr03a2_No Dark Age in Islamic World (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Bismillah (“In the Name of Allah, the Most Gracious, Most Merciful”). The opening phrase to all the chapters (Sura) of the Qur-an, except for one (9th). It is also uttered before special occasions. The slide shows a beautiful rendition of Arabic calligraphy. Calligraphy is a tool to elevate text to a visual beauty while the text also maintains it’s literal beauty.

Slide #2: Map of the Islamic Empire. The Prophet dies in AD 632 (born AD 570), but not before he was able to unite the peoples of the Arabian peninsula. Each succeeding Caliphate expands upon the initial political success of the rising Islamic Civilization. The map is color-coded to show how each caliphate (Orthodox and Umayyad) extended the reach of the civilization. A great benefit of this map is that it’s easy to see how Jewish and Christian peoples diffuse with the advancing Arabs. The Byzantine Empire in the North is the greatest Christian presence in the region. The final caliphate (Abbasid, AD 750) is not shown since the expansion has predominantly halted and begins a gradual decline thereafter.

Slide #3: This slide reinforces the oft repeated statement of the power of cultural diffusion and commercial activity. Wherever the merchant goes, there goes the ideas of his society. Wherever contact is made, there is transferred the ideas. North Africa, as most of the ancient world, had contact with Arab merchants.

Slide #4: This graphic is great to contextualize size and the “bridging” role played by the Islamic Civilization. This empire connected East with West. Trade traversed the length of this empire and carried ideas far beyond their place of origin.

Slide #5: The Abbasid Caliphate is commonly associated with the Golden Age of Islamic Civilization. It’s achievement in the Arts and Sciences did not reflect it’s declining political influence. This map shows how the empire is contracting under the weight of rebellious provincial governors and external incursions (Fatamid Emirate of Iberia, The Frankish Kingdom of Western Europe, and the Turks of Central Asia).

Slide #6: The list of literary accomplishments is long and this slide only touches upon a small fraction. The Qur-an is accepted as the highest poetic form in the Arabic language. When one recites a verse from it, its as if the person is singing. 1001 Arabian Nights has achieved global recognition and still entertains people today despite it’s age. Calligraphy and the poems of Omar Khayyam elevate the written word to a state of beauty, beyond the ordinary role of conveying information.

Slide #7: Architecturally, the Islamic Civilization was able to assimilate the ideas of others (Rome’s arch) and modify/ transport them to ends of their empire (Spain- Alhumbra/ South Asia- Taj Mahal).

Slide #8: The mastery of navigation (for trade) and organize time (for prayers and rituals) turned the Islamic Culture into one of Math and Science. The requirement to read the Qur-an made the population literate (comparatively). Contact with the Indian Subcontinent expose the Arab merchant to numerals that are then carried throughout the empire. These numerals, erroneously, are known as Arabic Numerals. South Asia also contributes knowledge about the viral nature of illnesses and the tools that can combat it (Syringes).

Slide #9: Lastly, here are examples of pottery and rugs that sport the same visual beauty that adorns Arabic text. The religious prohibition to depict images of people also encourages experimentation with other artistic forms (Calligraphy, geometric shapes).

Pr03a_Islam: A Global Faith (Slide by Slide Description)

To view the presentation that accompanies the slide descriptions below, please navigate to
Pr03a_Islam: A Global Faith

(Cover) Slide #1: Images of Muslims depicting the diversity of cultures and races.

Slide #2: This satellite image encompasses the Fertile Crescent (Mesopotamia, Levant, and Nile River Delta). To the south, midway on the Arabian Red Sea coast is Mecca. A commercial center for for over 1000 years and the birthplace/ home of The Prophet Muhammad. This is the holiest city in the Islamic faith for another reason as well.

Slide #3: Mecca’s commercial success was primarily attributable to it’s proximity to caravan trade routes of the peninsula, access to the sea, hospitable living conditions, and proximity to markets in Africa and the Mediterranean Sea basin. To a lesser degree, the city was inviting to merchants because their deities were, or could be, represented in the oldest structure in the area, The Ka’aba.

The people of the interior of the Arabian peninsula were predominantly bedouin in culture. That nomadic lifestyle still thrives on the peninsula and North African desert. Historically, nomads are very protective of their independence and will become a major obstacle to anyone trying to unite them as a single people.

Slide #4: Common, but often poorly translated Arabic words.
ISLAM- To surrender your Will to God.

MUSLIM- Someone who surrenders their Will to God.

ALLAH- “God” This is the God of Abraham, Moses, Ezekiel, Jesus, etc.

QUR-AN- “Recite” The word or command from Allah to The Prophet via the Arch Angel Gabriel (“Jibril” in Arabic). The Prophet was illiterate and could only memorize the words by repeating them after hearing them spoken. The words were compiled in what is now the holiest Islamic source, the book known as the Qur-an.

HADITH/ SUNNA(H)- The Hadith and Sunna(h) are texts containing the “Sayings” and “Practices”, respectively, of The Prophet Muhammad (PBUH). They serve as authoritative religious texts, but are still secondary to the Qur-an.

JIHAD- “Struggle” The struggle for every Muslim is to determine God’s Will and to make it their own. That is diificult to do, and thus a struggle that lasts a lifetime.

Slide #5: An excerpt from the Qur-an that forbids the forced-conversion of others. The once common Western view that the Islamic Civilization, and thus all of Islam, forcibly converted it’s subjects as a traditional practice is erroneous.

Slide #6: Pivotal elements of the story of the birth of Islam. In keeping with the prophetic stories of the Hebrew and Christian Bibles, The Prophet Muhammad is persecuted by the pagan inhabitants of Mecca. They were polytheistic and The Prophet’s teachings were monotheistic. The Meccans could have easily interpreted as a threat to their commercial lifestyle since the Ka’aba played a role in attracting business to the city.

The Prophet was forced to flee Mecca and setup residence in the nothern city of Medina (Madinah). This ‘journey’ from Mecca to Medina is called the “Hijra” (‘Journey’ in Arabic). It marks the beginning of the Islamic calendar. Their, he built a community of followers, the first Islamic community ever formed. He gained an enormous amount of respect and loyalty from the inhabitants he met and preached to. This would lay the foundation for an attempt to regain Mecca and re-dedicate the Ka’aba to God.

Slide #7: The Five Pillars: These five statements are meant to encapsulate the essence of the faith’s quest to do God’s Will. No faith could be so easily described or explained, so students are cautioned not to extract much from these statements. While these are traditional requirements for observant Muslims, they do not fully reveal all that there is to know about Islam. Using The Five Pillars of Islam as a way to introduce the Islamic faith to non-Muslims, is just another poor method the education system uses to teach a complex human culture.

Statement #1: Monotheism. Stating the importance of The Prophet Muhammad.

Statement #2: Keep God on your mind and do so while facing his ‘house’ in Mecca. The ‘house’ is the Ka’aba.

Statement #3: You must use the Islamic (Lunar) calendar month of Ramadan to fast. The fast serves the same purpose here as in other faiths- Keep God on your mind. Make all other desires (food, comfort, pleasures, etc) secondary to your focus on God.

Statement #4: Aid the poor and those in need.

Statement #5: Visit the Ka’aba and the city of Mecca once in your life, at least.

Slide #8: A table showing some of the commonality between the three great monotheistic faiths.

Slide #9: Here are concepts that Islam adheres to.
Item #1: Though there are many types of Muslims, they are all united in One faith.

Item #2: The world was granted to Humanity as a trust. To be studied, but to never enter the realm of the divine. To determine the nature of God is fruitless and a poor use of time/ resources.

Item #3: All people will have to face God’s final judgment.

Item #4: This phrase refers to Jews and Christians, who are people that accept God’s revelations via the prophets of the Bible.

Item #5: The revealed words/ commands of God. Often revealed to Humanity via the prophets.

Slide #10:  The Grand Mosque in Mecca. This mosque can hold as many as one million people. The small cube-shaped structure in it is the Ka’aba. ‘Ka’aba’ means ‘Cube’ in Arabic. It is traditinally accepted as the first temple built to God. Built by Abraham and his eldest son, Ishmael. It is the holiest site in Islam.

Slide #11: Closeup of the Ka’aba. The black netting shrouding the structure has quotes from the Qur-an stitched in gold.

Slide #12: An example of Unified Diversity.

Slide #13: The Dome of the Rock, Jerusalem. Contains the rock that tradition says was being used by Abraham to sacrifice his son. It was on this site that the temple built by Solomon was erected. That temple held the Ark of the Covenant (Torah). This convergence of two faiths has led to many disputes. Often violent, the disputes have spread worldwide in the form of terrorism.

Slide #14: Another view of the Dome of the Rock and the ‘Western Wall’. The latter is the holiest site in Judaism, representing the only remains of the temple built by Solomon.

R03e_Medieval European Jews and Muslims

Note: This document should be read and analyzed in conjunction with R03e_Jean Venette and The Black Death. Mr.V has edited the document for clarity and brevity.

Reading #1
Many of Europe’s Jews lived in the growing towns. Because Jews were forbidden to hold land, they had never been part of the feudal system. Jews were also barred from many businesses, and so, they often did work that Christians could not or would not do. Being literate, Jews sometimes worked as business managers for large landholders. The Church forbade Christians to lend money at interest, yet many people still needed to borrow money. As a result, some Jews became moneylenders. From here, it was a short step to all types of banking. When trade began to revive in the later Middle Ages, Jews were often active in long distance trade. Jewish communities in different cities had the links necessary to arrange credit and transfer of money.

Reading #2
Expelling the Jews and Muslims made Spain a religiously united nation, but it hurt the country economically. Many of Spain’s leaders in business and trade had been Muslims or Jews.

Source:
Reading #1: World History: Perspectives on the Past, p.224-5.
Reading #2: World History: Perspectives on the Past, p.264.

A03_HGS-An Age of Exchange and Encouter 500 – 1500 (Ch.12 – Ch.15)

A03_HGS-An Age of Exchange and Encounter 500 to 1500 CE (Ch.12 – Ch.15)

Purpose

Along with class lessons and activities, these assignments for Ch.12 – Ch.15 will help us address these essential questions…

• How did the development of kingdoms and empires in East Asia help spread religions, culture, trade, and technological innovations?
• What political and economic systems emerged in the Middle Ages and how was the Church a unifying force?
• What religious, economic, and political events led to the development of Western Europe?
• How did early African societies develop from hunting-gathering groups into empires?

Themes

• Religious & Ethical Systems
• Empire Building
• Cultural Interaction
• Power & Authority
• Economics
• Interaction with the Environment

Given

Use the World History: Patterns of Interaction (POI) textbook to complete the assignment below.
Refer to the course calendar to acquire due dates and other instructions.

Task

We will be using a Cornell Notes Template to gather notes from assigned readings. If you would like a quick introduction to the method, please read ‘Student Note-Taking’ under the ‘Admin’ tab in the upper-left menu bar.

The notes you compile (as Cornell Notes) from your reading will augment your class notes and the Auxiliary Notes provided by Mr.V. You are being provided with a list of ‘Key’ vocabulary from each section of the chapter to help you focus and compile notes efficiently. Your notes should focus on the historical significance of the vocabulary term.

These notes are your “Homework” assignments. They must be uploaded as a PDF file to the ‘Assignments’ folder in our shared Dropbox folder. The files are due in Dropbox before the class period on the due date indicated in the course calendar.

The vocabulary listed below are divided into their respective sections. Your notes should be compiled for each section and submitted as separate assignments.

Example: Your first reading assignment will cover A03c Section01. We label the file that your assignment is in as  A03cS01 (Assignment Unit03, c = chapter 12, Section01). Therefore, for this first chapter, you have five separate sections to submit into your Dropbox ‘Assignments’ folder in Cornell Notes format.

Label each submitted file in the format 2-digit Pd#_LastNameFirstName-A03cSection# (Example: 09_SmithJohn-A03cS01). In this example 9th period student, John Smith, submitted his Cornell Notes for A03cS01. Remember, when labeling files, an ‘O’ is NOT a Zero ‘0’. ‘O’ is a letter and Zero ‘0’ is a number.

When submitting this assignment as a digital file, be sure to follow these steps:
-If you hand-wrote the assignment, scan the paper and convert to a digital file (PDF).
-If you are typing, convert the file into a PDF file using the same program you typed with.

A03c (Ch12)
Empires In East Asia (600 to 1350 CE)

Terms, Names, Phrases

Section01

-Tang Taizong
-Wu Zhao
-Movable Type
-Gentry

Section02

-Pastoralist
-Clan
-Genghis Khan (Chinggis San)
-Pax Mongolica

Section03

-Kublai Khan
-Marco Polo

Section4

-Shinto
-Samurai
-Bushido
-Shogun

Section05

-Khmer Empire
-Angkor Wat
-Koryu Dynasty

A03d (Ch.13)
European Middle Ages 500 – 1500 CE

Terms, Names, Phrases

Section01

-Middle Ages
-Franks
-Monastery
-Secular
-Carolingian Dynasty
-Charlemagne

Section02

-Lord
-Fief
-Vassal
-Knight
-Serf
-Manor
-Tithe

Section03

-Chivalry
-Tournament
-Troubadour

Section04

-Clergy
-Sacrament
-Canon law
-Holy Roman Empire
-Lay Investiture

A03e (Ch.14)
The Formation of Western Europe 800 – 1500 CE

Terms, Names, Phrases

Section01

-Simony
-Gothic
-Urban II
-Crusade
-Saladin
-Richard I (the Lion-Hearted)
-Reconquista
-Inquisition

Section02

-Three-field system
-Guild
-Commercial Revolution
-Burgher
-Vernacular
-Thomas Aquinas
-Scholasticism (Scholastics)

Section03

-William the Conqueror
-Henry II
-Common law
-Magna Carta
-Parliament
-Hugh Capet
-Philip II
-Estates-General

Section04

-Avignon
-Great Schism
-John Wycliffe
-Jan Hus
-Bubonic plague
-Hundred Years’ War
-Joan of Arc

A03f (Ch15)
Societies and Empires of Africa – 800 to 1500 CE

Terms, Names, Phrases

Section01

-Patrilineal/ Matrilineal

Section02

-Ghana
-Mali
-Mansa Musa
-Ibn Battuta
-Songhai

Section03

-Swahili

AN03a2_ An Age of Exchange and Encounter: No ‘Dark Age’ in the Islamic World.

Timeline: 8th C. – 13th C.
FS: There is no ‘Dark Age’ in the Islamic World.

Main Idea
Byzantium (though in Asia Minor, they continued to refer to themselves as Roman) was a shining beacon of civilized life. But to its south, in the Middle Eastern deserts of the Arabian peninsula, there was a stir within tribal customs of the Bedouin. In less than 200 years, it became clear that what was developing in the desert was more than a faith. It was the start of a civilization that would challenge its bigger ‘brother’ to the north and the great Tang dynasty to the east. Europe would fear it and become partially conquered by it. This Islamic empire would become a ‘bridge’ between eastern and western cultures as well as the Classic and Medieval world. Once Islam crossed into the continents of Africa, Asia, and Europe the civilization bloomed with the splendor of the classical civilizations of the past.

I. The Spread of Islam
Islam spread throughout the Middle East and North Africa from 632-750 CE. This was a contributing factor to the present dominance of Islam and Arab culture in this area.

A. Very Fast. Three directions & three continents
B. Military Conquests
C. Tolerant Rule (1)
D. Increasing Conflict with Byzantine Empire

II. The Caliphate
The Islamic civilization existed for a period of 600 years. In that time, the center of religious/ secular leadership went from Mecca (the home of The Prophet) to Damascus and then to Baghdad. As time passed, the governmental form of this rising civilization evolved from a religious and tribal base to the secular and institutional base of empires. Central to it, however, remained the question as to who would be the successor to The Prophet.

A. Orthodox Caliphate (632 – 661)

1. Caliph: “Successor” to the Prophet Muhammad. This carried political significance. It did not bestow the title of ‘prophet’ on any individual who became Caliph.
2. The faith extends beyond the boundary of the Arabian peninsula.
3. The mixing of politics with religion leads to intrigue and assassinations.

B. Umayyad Caliphate (Damascus, 7th – 8th C.)

1. Assassination of Husayn
2. Extend Islam to Europe (Iberian Peninsula)

C. Abbasid Caliphate (Baghdad, 8th – 13th C.)

1. Dominated East – West Caravan Trade
2. Preservation and Support for ‘learning’. (The Golden Age)

III. The Golden Age

A. Arts
Islamic artists became famous in their own right by comprising some of the world’s most expressive poetry. But to Muslims, the greatest literary work then and now is the Qur-an.

1. Preservation of ‘Classical’ culture via recording of texts and visual arts.
2. Poetry: The Rubaiyat by Omar Khayyam
3. Literature: Prose/ Poetry

a. The Qur-an
b. 1001 Arabian Nights

B. Sciences

1. Mathematics

• al-Khwarizmi (9th C.) => Algebra
• Arabic Numerals and Concept of ‘zero’

2. Chemistry: Alchemy
3. Medicine

a. ‘Viral’ nature of disease and development of Vaccines
b. Anesthesia
c. Compilation of medical texts:

* al-Rhazes (850 – 923)
* Ibn-Sina (aka ‘Avicenna’) in Europe (980 – 1037)

4. Astronomy

a. Religious Significance
b. Sea Charts and maps with Latitude Lines
c. Astrolabe

5. Architecture: Domes, Arches, & Towers (as in Mosque design)

6. Cultural/ Material Diffusion

a. Spices and other luxury items from Far East, South, & S-E Asia (Pepper, Cinnamon, and Nutmeg).
b. Direct competition with Chinese and Byzantine commerce.
c. Silk and Paper from Far East.
d. Lateen Sail

Footnotes
1. The trans-Saharan caravan trade, in addition to these, spread Islam into the rest of the Arabian Peninsula, Africa, Asia, and Europe. These activities encouraged cultural diffusion. Since tolerance was a religious requirement, the conquest and rule over non-Muslims was less problematic.

Resources
-World History: Perspectives on the Past
-Slide Presentation

AN03a_ An Age of Exchange and Encounter- The Muslim World (Ch.10)

Timeline: 6th – 13th C.
FQ: How do the foundational beliefs of Islam compare with Judaeo-Christian antecedents?

Main Idea
Islam shares a great deal with the Judaeo-Christian tradition. Unlike Judaism, however, Islam shares with Christianity (and Buddhism) a ‘global’ quality. Generally speaking, these faiths have transcended the borders and culture of the originating society. There is a global following since birth ‘into the faith’ is not a requirement. Many cultures have adopted and adapted the faith as a consequence. It is with these and other qualities that Islam becomes a major unifying tool, politically and culturally, for Muhammad and the peoples of the Arabian peninsula.

I. Vocabulary
A. Islam: Arabic word meaning “To surrender your will to God”.
B. Allah: Arabic word meaning “God”.
C. Muslim*: Arabic word meaning “One who surrenders his will to God”. [Therefore, according to Islamic tradition, Abraham, Jesus, Moses, etc. were Muslim.]
D. Jihad: Arabic word meaning “ Struggle” or “Striving”. (1)
E. Qur-an: Arabic for “Recite”. A book containing the words of Allah as conveyed to Muhammad via angels including the archangel Gabriel. Revealed over a period of 22 years (610 – 632). Given as a ‘grace’ to humanity. Offers guidance on living in accordance with the will of Allah. It was orally transmitted and written in Arabic and thus cannot be ‘translated’ into other languages, but it could be interpreted/transliterated into other languages.(2) The Qur-an is ‘word for word’ the commands & teachings of Allah. Therefore, there is no higher authoritative source on Earth that can be ‘appealed’ to by humanity.
F. Hadith: The Hadith is a compilation of the words of The Prophet. It aids Muslims  in their Jihad to live in accordance with Allah’s will.
G.Sunna(h): Is an account of Muhammad’s conduct during his life as The Prophet. The Prophet is ‘the ideal’ and by studying and emulating his behavior Muslims hope to get closer to Allah’s will.

II. Context
A. 570 – 632 (3)
B. Bedouins dominate the Arabian Peninsula with the presence of prosperous commercial cities along the coast. Two of these cities are Mecca and Yachrib (now known as ‘Madinah’ which means ‘The City’).
C. Mecca: The holiest city in Islam. Holds the Ka’aba (Arabic Language => ‘Cube’), which was a pagan shrine at the time of the Prophet. Abraham and Ishmael built the structure as the first shrine dedicated to Allah. Like many urban centers, many faiths were represented within Mecca. in addition to paganism, there existed in this city the followers of Christianity, Judaism, Zoroastrianism and tribal faiths of the Bedouins
D. Byzantine Empire: A powerful, Christian, empire lies just North of Mecca. Contact between these two entities existed in the areas of trade, political/ military, scholarship, and cultural.

III. The Prophet: Muhammad
A. Born and lived as a merchant in the city of Mecca.
B. Muhammad was orphaned at a young age and placed in the care of his uncle.(4) He married an older widow (Hadisha) and fathered four daughters. She became a partner for Muhammad in all aspects of his life. The qualities of The Prophet included being: Good-natured, an honest merchant, and dedicated to family.(5)
C. 610: The Prophet began receiving the words (revelation) of Allah from angels including the archangel Jibril (Gabriel).
D. 622: Established authorities and residents of Mecca did not accept the verses. Resistance against The Prophet and his early followers grew and lead to active persecution. Possible reasons for the conflict could include the dominance among Meccans of polytheistic faiths and idol worship. Another reason could be that many Meccans were profiting from pagan and non-pagan pilgrimages to the Ka’aba. The Prophet decides to move the fledgling Muslim community (6) when he was invited to Yachrib to help settle disputes among the city’s feuding factions.
E. 622 – 630: Muhammad gains respect, becomes a leader, and leads an  army to conquer the Meccans.
F. The last and greatest prophet of Allah (Abraham being the Patriarch). There will be no new messengers after The Prophet Muhammad.
G. Did not write any text (illiterate). All texts were compiled by ‘companions’ or later students of The Prophet.
H. Sources on life of The Prophet include biographies written during the 7th – 9th C.

IV. Spread of Islam
Islam spread throughout the Middle East and North Africa from 632 – 750. This is why the faith is prominent in the region today. Other regions the faith reached still have a strong Muslim presence today, e.g. Central Asia, South Asia, South-East Asia, Africa, and the islands of the East Asian Pacific.

V. The Islamic World View
A. Unified Diversity: All Muslim are unified within one belief centered around Allah. How each of approximately one billion Muslim achieve this ideal is diverse. An example would be the requirement to dress modestly => Veiling of women is not an interpretation of ‘Modesty’ shared by all Muslim societies.
B. Scholarship: A waste of time to study the nature of Allah or to determine exactly His will. To attempt to explain why certain events occurred (Ex: issuance of the Qur-an to the Prophet Muhammad) by focusing on earthly matters (Ex: political persecution) is inappropriate since the presence of revelation is at Allah’s discretion only. If He thought it necessary, it would be done. All other areas of learning are open for study, and encouraged.
C. Judgment: The Qur-an is for all people. Judgment on you will be dependent on how well you adhered to Allah’s will as expressed in the Qur-an (there is no appeal). You will be held accountable for your actions since the Qur-an was given to all people for guidance.
D. People of The Book (The ‘Book’ is the “Kitab”): Includes, among others, Jews and Christians. Guaranteed a special place in Islamic society due to their relationship with Allah.
E. Revelation: Prior revelation as interpreted and practiced by the followers of Judaism and Christianity was ‘corrupted’. Muhammad’s revelation was a correction and not a newly introduced faith.

VI. Challenges to the Faith

Footnotes
1. This is one area involving Islam that presents a set of challenges for the teacher that is not encountered in other topics. Another area of difficulty is the textbook. Many school texts have varying degrees of ambiguity on these issues (and outright errors in others). Therefore, it is incumbent on a responsible teacher to ensure that understanding is achieved by presenting accurate facts and explanations. Jihad is a case in point. The textbook, as did the text I used as a high school student in the 1970’s, translates ‘Jihad’ as Holy War. Every scholar and practitioner of the faith that I have consulted has explained to me that the ‘holy war’ interpretation is narrow at best and completely erroneous at worst. Every devout Muslim ‘struggles’ to remain on the path Allah commands. As humans, they must ‘strive’ to their best ability to adhere to His laws. It is this understanding of Jihad that is dominant and common in the faith. Jihad occurs on a personal and communal level. The personal level is dominant since it is part of our daily routine. Should a large number of Muslim find that adhering to Allah’s Will becomes increasingly difficult due to the acts of a person or nation, then they could ‘strive’ or ‘struggle’ to remain on the Straight Way. This could now manifest into a communal Jihad that at its extremes may be warfare or other physical conflict. However, it could also be a strike, protests, boycott, and other manner of civil/ national protest. Obviously, communal Jihads of the kind I mentioned would cease when the ‘obstacle’ blocking the Straight Way is removed and the affected Muslim can return to a life in accord with the will of Allah. The personal Jihad, however, would continue throughout life. No one should be mislead into thinking that the acts of politically/ economically powerful people who use Jihad (and other religious terms) for their purposes are representative of the faith and its followers. They are no more representative of the Islamic faith as Pope Urban II and the participants of the Inquisition are of Catholicism or Adolf Hitler and Josef Stalin are of their respective nations.
2. Prohibition against changing the words of Allah. To a Muslim, no human has the ability to be Allah’s editor.
3. 570 – 632: Please note here that the dates are given with consideration to Western reckoning methods. Islamic calendrical calculations are lunar in nature. Therefore, there are 12 full moons in one lunar/ Islamic year. No correction is applied to synchronize the calendar with the seasons/ sun. Therefore, a holy day could fall within the Summer season one year and several years later fall within the Fall season. This period spans the life of The Prophet.
4. His family/ clan was called Hashem. The clan has received a great deal of prestige since because of this. Thus, for example, the King of Jordan and Saudi Arabia are of this clan. Jordan actually includes the ancient kingdom of the Hashemites.
5. Muhammad is the model of righteous living for all Muslim (refer to the Hindu concept of ‘The Ideal’ or “Guru” found in the lesson notes on Hinduism.). The Hadith is the compilation of words spoken by The Prophet other than the Quranic verse which is attributed to Allah only.
6. Hijra: 622 in Western reckoning and 1 AH in the Islamic calendar. ‘Hijra’ is Arabic for ‘Journey’.
7. These and other ethical rules in the Qur-an are ‘qualified’ or change under certain circumstances. Therefore, the ill, pregnant, elderly or young children are not expected to fast. Clearly, there are over-arching principles within the Qur-an that ‘qualify’ all references to righteous/ ethical behavior. Why the variation? An underlying foundational belief, for example, in all the great monotheistic faiths is that human life is sacred (refer to *The Dignity of Man* concept). This is one of the principles elevated to preeminence by the Hebrews. Therefore, anything that could possibly harm body and/ or soul must be avoided. Someone, for instance, who can’t perform the pilgrimage to Mecca because it would create economic hardship, would not be viewed as ‘unfaithful’ and would expect to still receive Allah’s mercy and love.

Teacher Note
Here, as in any academic attempt to study beliefs and practices of peoples, the sources include scholarly work as well as philosophical/ religious texts. Presentation of any philosophical/ religious text is to facilitate study, acquire appreciation, and enliven discussion of the traditions that produced them. In no form, content or intent, are the materials presented to ‘teach’ and/ or ‘proselytize’ any belief system. No particular denomination, if applicable, is chosen over another. The basic tenets of the philosophy or faith as presented here are meant to transcend any deviations that currently separate the denominations.

Resources
– The Qur-an
– World History: Patterns of Interaction
– http://www.trinitywallstreet.org/welcome/?article&id=931 (26 Nov.07)

FilmQ03_Ch.10: The Muslim World- Islamic Civilization Expands

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the screen. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.

Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide the sheet of paper where your responses will go. On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

When made available, contribute your response, comments, criticism, and questions (in complete sentences) to the class via the Verso application (rather than on paper). The goal is to have everyone contribute at least once in preparing a review sheet of this video. The content you share now will be required on future quizzes and exams.

SOURCE: Millennium Video Series, The 11th Century: Century of the Sword, CNN Productions, Inc. 1999. [~9 Min. total]

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. While the focus of the film is the spread of Islamic civilization, don’t ignore the role of commerce/ trade in diffusing cultures and spreading ideas.

Context: Arabian Peninsula, Europe, Africa, & Asia, c. 7th – 11th C.
1. Where did the Islamic faith originate?
2. How would you describe the lifestyle of the peoples that were rapid adopters of Islam?
3. What is a possible explanation for the wide acceptance of commercial activity by Muslims?
4. Why might it be said that Islam was a major catalyst for change in non-Islamic societies?
5. Which city was the ‘jewel’ of 11th Century Islamic civilization?
6. Why are the scholars of the Islamic Iberian peninsula (Fatimid Emirate) a bridge to the classical period of Europe?

Unit Vocabulary: Caliph, Abbasid, Caliphate

Pu03_Islamic Civilization

Pu03_Islamic Civilization

Oriental-Occidental

2. His assassination in the 7th C. eventually divided Muslims into two major groupings: Sunni or Shia.
4. Under the leadership of the Orthodox Caliphs, Islam spread beyond this peninsula for the first time.
8. A manner by which goods and people travel great distances in desolate environments. Trade conducted in this fashion proved lucrative for the Abbasid Caliphate.
9. Capital city of the Abbasid Caliphate.

Polar

1. A government whose chief political figure had the title of Caliph.
3. The Caliphate that brought Iberia under Muslim control.
5. Capital city of the Umayyad Caliphate.
6. One name or title for the Caliphate that immediately organized after the death of The Prophet Muhammad. Its first four Caliphs were ‘companions’ of The Prophet.
7. Etymologically and historically the origin of the financial term ‘Check’.
8. Successor to The Prophet Muhammad.

A03_HGS-An Age of Exchange and Encounter 500 – 1500 CE (Ch.10 – Ch.11)

A03_HGS-An Age of Exchange and Encounter 500 – 1500 CE (Ch.10 – Ch.11)

Purpose:
Along with class lessons and activities, these assignments for Ch.10 – Ch.11 will help us understand how communication between regions, and the peoples who live there, allows the flow of ideas that ultimately contribute to change.

The Essential Question is…
How did inter-regional interaction provide an impetus to an era of communication and idea exchange?

Themes:
-Cultural Interaction
-Religious and Ethical Systems
-Empire Building

Given

-Use the *World History: Patterns of Interaction* (POI) textbook to complete the assignment below.
-Refer to the course calendar to acquire due dates and other instructions.

Task
Refer to the instructions for A01, they apply here as well.

A03a (Ch.10)
Cultures of the Mountains and the Seas

Terms, Names, Phrases

Section 01
-Allah
-Muhammad
-Islam
-Muslim
-Hijrah
-Mosque
-Hajj
-Qur’an
-Sunna
-Hadith
-Shari’a

Section 02
-Caliph
-Caliphate (This term was added by Mr.V and you should use another source to define it.)
-Rashidun (*Rightly Guided Caliphs*) (This term was added by Mr.V and you should use another source to define it.)
-Umayyads
-Shi’a
-Sunni
-Sufi
-Abbasids
-al-Andalus
-Fatimid

Section 03
-Calligraphy
-Astrolabe (This term was added by Mr.V and you should use another source to define it.)
-The Thousand and One Nights* (This term was added by Mr.V and you should use another source to define it.)
-Arabesque (This term was added by Mr.V and you should use another source to define it.)
-al-jabr* (This term was added by Mr.V and you should use another source to define it.)
-Treatise on Small Pox and Measles* (This term was added by Mr.V and you should use another source to define it.)
-The Guide for the Perplexed* (This term was added by Mr.V and you should use another source to define it.)
-The Ideal Man (according to Ikhwan As-Safa, quoted in *The World of Islam*, pg. 279 of textbook)

A03b (Ch.11)
Byzantines, Russians, and Turks Interact

Terms, Names, Phrases

Section 01
-Justinian
-Justinian Code
-Hagia Sophia
-Patriarch
-Icon
-Excommunication
-Cyrillic alphabet

Section 02
-Slavs
-Vladimir
-Yaroslav the Wise
-Ivan III
-Czar

Section 03
-Seljuks
-Vizier

FilmQ04c_The Ottoman Empire

How to Use Video as a Source

Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.

Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.

As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.

Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.

Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).

Your responses to these film questions will form the foundation of, or supplement, your notes for this lesson. An Islamic culture topples and replaces a Christian one. Many years of contact prior to the final conquest allowed the forces of cultural diffusion to embed ‘nuggets’ of Byzantine culture in the new Islamic society. This phenomenon is a vibrant, but not a solitary, example of the continuity of human values and traditions despite outward signs of disappearance.

Geo-politically, the ascendancy of the Ottomans, the growing isolation of Ming China, and the ‘spark’ of European global aspirations leads to the development of a bi-polar world. (1)

SOURCE: CNN’s Millennium Video Series:The 15th Century: Century of the Sail ©1999. Narrated by Ben Kingsley. CNN Productions, Inc. ©1999 [~8 min.]

__________________________________________________________________________
Context:15th – 17th C., Asia Minor, Fall of the (Christian) Byzantine Empire & rise of the (Islamic) Ottoman Empire.

1. Upon what did the citizens of Constantinople depend for defense of the city?

2a. How did Mehmed II (The Conqueror) react to the barbarity displayed by his soldiers against the Byzantines trapped in the Hagia Sophia?

2b. How did the ‘evils of war’ impact on the conduct of his reign?

Ponder:

The impact of calamities, during war and peace, can severely affect survivors and witnesses of such events. Mehmed’s emotional response to the barbarity he witnessed is not uncommon in World History. Ask Mr.V to offer examples of other life-changing moments experienced by historical figures.

3. Muslim societies that did not accept the teachings and practices of the Whirling Dervish, may have viewed them as teachers/ practitioners of Islamic heresy. How did the Ottomans, who were undoubtedly the greatest Islamic society of that day, address the issue of the Whirling Dervish? (2)

4. Why could it be said that the Ottoman Empire, at its height, was ‘The Crossroads of the World”?

5. Considering the geography, which European city-state would view the rise of Ottoman supremacy in the East as a threat? How do you believe this City-State would interpret the threat? (Help yourself by looking at a map of this area.)

Ponder:

Ottoman culture at the start of the 15th C. was more akin to the ancestral Steppe lifestyle. The Byzantine Empire was on the other end of the cultural spectrum with a sedentary culture and civilization linked directly to Classical Europe. When two societies clash violently, ultimately one becomes ‘victor’, the other ‘defeated’. Can the vanquished culture live on, disguised, as new elements within the victorious culture?

To investigate this a bit further, I ask that you open and read a short passage titled R04c_The Case for Historical Continuity: The Byzantine and Ottoman Civilizations.

Chart: A Bi-Polar World

Footnote:
(1). The ‘Old’ world is realigning its centers of political, economic, and cultural life. Like a magnet, these forces are becoming concentrated at opposing ends (poles). The ‘map’ is the ‘magnet’ while Western Europe and the Ottoman Empire are the ‘poles’. Like in our magnet metaphor, the poles are the focus in our late 15th C. map, which now relegates other areas to ‘peripheral’ status. If the approaching modern age is going to be impacted somehow, the impacting force will probably come from one of these two poles (regions).

(2). The Whirling Dervish [a European reference] were members of a branch of Islam called Sufism. Sufism taught, and its members practiced, certain rituals that they believed enriched their personal relationship with Allah (God). Among the rituals was an “hypnotic dance” that involved spinning in-place.