ISLAM
TODAY’S OBJECTIVES:
• Locate and describe Arabia in the period before
the rise of Islam.
• Explain how the prophet Muhammad became
the prophet and how he began to unify the
Arabian Peninsula under Islam.
• Identify the basic beliefs and practices of Islam.
https://www.youtube.com/watch?v=TpcbfxtdoI8
Review Questions
• Why did the communities on the Arabian Peninsula prosper?
• What was the significance of Gabriel’s message to
Muhammad?
• How is Islam similar to Christianity and Judaism?
• How did the various achievements and policies of
Muhammad’s successors help the Arab world to grow?
• What weakness in Arab rule led to revolts against the
Umayyads?
• What changes did the Abbasid rulers bring to the world of
Islam?
• What were the major contributions of Islamic Scholars?
WHAT DO YOU KNOW ABOUT ISLAM?
ISLAM – the religion founded by Muhammad in Arabia around 630 C.E.
MUSLIM – a person who is a follower of the Islamic religion.
Allah – “God” in Arabic.
Insert Arabia map
Qur’an – the holy book of the Muslims.
(Koran)
• Medina
• Mecca
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Christianity
WHAT DO YOU KNOW ABOUT ISLAM?
Holy Book ?
Jewish
TORAH
Christian
BIBLE
Islamic
KORAN
(Qu’ran)
PACKET, p. 5
Introduction to Islam: “The Qu’ran”
What does this Qu’ran passage
tell you about how Muslims view
the teachings of the Hebrew
prophets and Jesus?
What is one belief that Muslims,
Jews, and Christians all share?
How do Muslims view Jesus?
Insert transparency of Qu’ran quote
CH 10, Sec. 1: “The Rise of Islam” Textbook, p. 234
The Prophet Muhammad
1.
What were Muhammad’s revelations?
• He believed God spoke to him through the Angel
Gabriel
• that he was the “last of the great prophets”
• now had to teach others that Allah was the one and
only God and all the other gods in Arabia had to be
abandoned.
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Hijrah – Muhammad’s flight from Mecca to Medina in 622.
map
• Medina
• Mecca
DID YOU KNOW?
The Islamic world begins its calendar Year 1 with this event.
In other words, our year 622 A.D. is their year 1 A.H.
This year, 2004 A.D., is year 1425 A.H. in the Islamic world.
To learn the formula for figuring the Islamic year, visit www.islam.com
CH 10, Sec. 1: “The Rise of Islam”
Textbook, p. 235
2. In what way(s) was the Hijrah a turning point?
• Mecca’s opposition to Muhammad only brought attention to
his new religious message and he gained a wide following
in Medina.
• Besides a religious leader, he now became a political leader
uniting the various Arab tribesmen.
• He was also forced into a position as a military leader now
in the conflict between Mecca and Medina.
• Medina
• Mecca
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•Rome
•Constantinople
SPAIN
BYZANTINE
EMPIRE
Mediterranean
Sea
Alexandria
NORTH AFRICA
.
• Jerusalem
• Baghdad
R • Medina
e
d • Mecca
S
Label your own map
Persian
Gulf
ARABIA
e
a
Arabian
Sea
CH 10, Sec. 1: “The Rise of Islam”
Packet, p. 3
Textbook, p.
Beliefs & Practices of Islam
3. What does Islam teach its followers?
• Monotheism - There is only one God (Allah).
• Each person is responsible for his or her own actions.
• Allah will judge all people on a final judgment day.
Mosque – place of worship for Muslims
Minaret – prayer tower
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CH 10, Sec. 1: “The Rise of Islam” Textbook, p. 236
The Five Pillars – five requirements of a Muslim’s life.
Mecca:
he holiest place in
Muslims circling
Islamaround the
sacred Ka`aba in Mecca,
climax of the hajj pilgrimage.
CH 10, Sec. 1: “The Rise of Islam” Textbook, p.
Beliefs & Practices of Islam
Hajj – pilgrimage to Mecca all Muslims must make
in their lifetime.
Sunna – Muhammad’s model for proper living.
Shariah – a system of laws in Islam.
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CH 10, Sec. 1: “The Rise of Islam”
Textbook, p. 236
4. How does carrying out the Five Pillars and other laws of Islam
affect the daily lives of Muslims?
• Muslims do not separate their personal life from their religious life.
• Carrying out the Five Pillars daily as well as other customs ensures
that Muslims live their faith
while serving in the community.
A Muslim woman wears a hijab.
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CH 10, Sec. 1: “The Rise of Islam”
Textbook, p. 237
5. How did observing Islamic teachings help to create unity among
Muslims?
Because Muhammad wrote the Qu’ran in Arabic and all followers are
required to read it, that one language and that one religion created unity.
The SIGNIFICANCE of Muhammad is…
he unified hundreds of nomadic tribes in Arabia who spoke different
languages and worshipped hundreds of different gods.
He did this with one tool: the Qu’ran !
Written in a COMMON LANGUAGE (Arabic)
+
providing a COMMON RELIGION (Islam)
=
he achieved Arabian UNITY.
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CH 10, Sec. 1: “The Rise of Islam” Textbook, p. 237
6. How did Islamic law affect Muslim attitudes toward Christians and Jews?
Shariah law required Muslims to extend religious tolerance to
Christians and Jews – the “people of the book.”
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Islam
Section 2
Muhammad’s Successors Spread Islam
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CH 10, Sec. 2: “The Spread of Islam” Packet, p. 9
Textbook, p. 238
Death of Muhammad, ca. 632 C.E.
• Muhammad had not named a successor or instructed his followers
how to choose one.
• The Muslim community elected Abu-Bakr as the new leader and
Muhammad’s first successor.
He had been a loyal friend of Muhammad and a
man respected for his devotion to Islam.
Under Abu-Bakr,
the collection of Mohammad's revelations
were recorded in the Qur’an.
Illuminated Qur'an
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CH 10, Sec. 2: “The Spread of Islam” Packet, p. 9
Textbook, p. 238
• In 632, Abu-Bakr became the first
caliph (KAY•lihf), a title that means
“successor” or “deputy.”
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CH 10, Sec. 2: “The Spread of Islam” Textbook, p. 238
1. What did the “rightly guided” caliphs use as guides to leadership?
The Qur’an and Muhammad’s actions in life.
“Rightly Guided” Caliphs
• Abu-Bakr and the next three elected caliphs—
Umar, Uthman, and Ali—all had known
Muhammad and supported his mission.
• For this, they are known as the “rightly guided”
caliphs.
• By 750, from the Atlantic Ocean to the Indus
River, the Muslim Empire stretched 6,000 miles—
about two times the distance across the
continental United States.
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CH 10, Sec. 2: “The Spread of Islam” Textbook, p. 238
Rightly Guided” Caliphs
2. Why were they successful in their quest to expand
the empire and spread Islam?
• Muslims were willing to fight to extend and defend
Islam.
• Armies were well-disciplined and expertly
commanded.
•People who had suffered religious persecution
welcomed the more tolerant Islamic empire.
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CH 10, Sec. 2: “The Spread of Islam” Textbook, p. 239
Treatment of Conquered Peoples
• Many conquered peoples chose to accept Islam.
• They were attracted by the appeal of the message of
Islam, as well as by the economic benefit for Muslims
of not having to pay a poll tax.
• Christians and Jews, as “people of the book,” were
allowed to practice their faiths freely and even
received special consideration.
• In practice, tolerance like this was extended to other
groups as well.
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Sunni–Shi’a Split
• In the interest of peace, the majority of
Muslims accepted the Umayyads’ rule.
• A minority did continue to resist, and around
some of these groups an alternate view of the
office of caliph developed.
• In this view, the caliph—the person most
responsible for spreading Muhammad’s
message—needed to be a relative of the
Prophet.
Sunni–Shi’a Split
• This group was called Shi’a, meaning the “party” of Ali.
• Those who did not outwardly resist the rule of the
Umayyads became known as Sunni, meaning followers
of Muhammad’s example.
• Another group, the Sufi (SOO•fee), reacted to the
luxurious life of the Umayyads by pursuing a life of
poverty and devotion to a spiritual path.
– They tried to achieve direct personal
contact with God through mystical
means, such as meditation and
chanting.
2
The Umayyads and the Abbassids
These powerful caliphates ruled the Islamic world, expanded the Arab empire,
and brought about a golden age in Muslim civilization.
UMAYYADS
ABBASSIDS
Set up dynasty that ruled until 750 and
moved capital to Damascus
Overthrew the Umayyads in
750
Conquered lands from Atlantic to the
Indus Valley
Moved capital to Baghdad
Relied on local officials to govern the
empire: the Umayyads themselves lived
in great luxury.
Faced economic tensions between
wealthy and poor Arabs
Split in Islam occurs during their reign –
between Sunni, Shi’a, Sufi.
Ended Arab dominance and
helped make Islam a universal
religion
Empire of the caliphs reached
its greatest wealth and power
through strong trade network.
Muslim civilization enjoyed a
Golden Age
Difficulty controlling vast
empire
.
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CH 10, Sec. 2: “The Spread of Islam” Textbook, p. 241
Muslim Trade Network
• The land network connected the
Silk Roads of China and India with
Europe and Africa.
• Muslim merchants needed only a
single language, Arabic, and a single
currency, the Abbasid dinar, to
travel from Córdoba, in Spain, to
Baghdad and on to China.
• Let’s Read 371-374 on African Trade
and Spread of Islam
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CH 10, Sec. 2: “The Spread of Islam” Packet, p. 9
Textbook, p. 241
Muslim Trade Network
• To encourage the flow of trade,
Muslim moneychangers set up banks
in cities throughout the empire.
• Banks offered letters of credit, called
sakks, to merchants.
• A merchant with a sakk from a bank
in Baghdad could exchange it for cash
at a bank in any other major city in
the empire.
• In Europe, the word sakk was
pronounced, “check.” Thus, the
practice of using checks dates back to
the Muslim Empire.
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The ASTROLABE
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Art & Literature
Arabian
Nights
Achievements
in Islam
Section 3
Muslim Achievements
IBN KHALDUN
Great Arab Historian
ARABIC NUMERALS
ALBEGRA (al-jabr)
Today’s Opening Quiz is a Math Quiz…..which is easier?
Solve the following simple equations:
1. V + II = _________________
1. 5 + 2 = ______________
2. CM – L = _______________
2. 900 – 50 = ___________
3. MCMLXXXV – XXX = ________
3. 1985 – 30 = __________
4. XXVI
X
III = __________________ 4. 26
5. CDXXV / V = _________________
x
3 = ____________
5. 425 / 5 = ___________
CH 10, Sec. 3: “Muslim Achievements”
2. Medicine, math, and science
• Arabic numerals, the importance of zero (10 digits)
• Developed algebra, trigonometry in astronomy
• Charted stars, comets, and planets / constellation charts
• The astrolabe
The Astrolabe played a pivotal role in history.
The astrolabe was highly developed in the Islamic world by
800 and was introduced to Europe from Islamic Spain
(Andalusia) in the early 12th century. It was the most popular
astronomical instrument until about 1650, when it was
replaced by more specialized and accurate instruments.
It is doubtful the European explorers could have ever
launched the great Age of Discovery without this device.
Astrolabes are still appreciated for their unique capabilities
and their value for astronomy education.
See Textbook, p. 245
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CH 10, Sec. 3: “Muslim Achievements” Packet, p. 19
Textbook, p. 244
2. Medicine, math, and science
• Arabic numerals, the importance of zero (10 digits)
• Developed algebra, trigonometry in astronomy
• Charted stars, comets, and planets / constellation charts
• The astrolabe
• Wrote medical reference books – Rhazes (al-Razi) and Ibn Sina
Avicenna write The Book of Healing and
The Canon of Medicine.
The first is a scientific encyclopedia covering
logic, natural sciences, psychology, geometry,
astronomy, arithmetic and music.
The second is the most famous single book in
the history of medicine.
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CH 10, Sec. 3: “Muslim Achievements” Textbook, p. 244-245
2. Medicine, math, and science
• Arabic numerals, the importance of zero (10 digits)
• Developed algebra, trigonometry in astronomy
• Charted stars, comets, and planets / constellation charts
• The astrolabe
• Wrote medical reference books
• Produced a book on optics that would lay the groundwork for the
later development of the telescope and microscope
• Muslim scholars were re-introducing the Greek
(Aristotle’s) understanding of the importance of
proper scientific observation and experimentation.
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CH 10, Sec. 3: “Muslim Achievements” Packet, p. 19
Textbook, p. 246
3. Literature and the Arts
• The Qur’an – a great work of literature.
• Poetry
• the Arabian Nights
• Arabesque art
In the visual arts and architectural
design, Arabesque art is a linear
decoration based on plant forms.
Arabesque motifs are complicated,
intertwined, flowing designs first found
in ancient Arabic art – hence the term.
They are a feature of ancient Greek and
Roman art, and are particularly common
in Islamic art.
Check out more examples
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CH 10, Sec. 3: “Muslim Achievements” Packet, p. 19
Textbook, p.
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