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Chapter Introduction
Section 1 The Rise of Islam
Section 2 The Arab Empire and Its
Successors
Section 3 Islamic Civilization
Section 4 The Culture of Islam
Chapter Summary
Chapter Assessment
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Key Events
• Muhammad and his followers spread the
beliefs and practices of Islam. 
• At its peak, the Arab Empire extended
west and north through Spain and into
France. 
• In the seventh century, a split in Islam
created two groups, the Shiite and the
Sunni Muslims.
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The Impact Today
• More than one billion people around
the world are Muslims who follow the
teachings of the Quran, and Islam is
one of the world’s leading faiths. 
• The cultural, artistic, and scientific
contributions of Muslims continue to
enrich our daily lives.
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Chapter Objectives
After studying this chapter, you should
be able to: 
• describe the life of Muhammad.

• list the basic tenets of Islam. 
• explain the growth of Islam and its
expansion to other areas of the world. 
• identify the Umayyad and Abbasid
dynasties. 
• describe the schism that led to Sunni and
Shiite Muslims.
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Chapter Objectives
After studying this chapter, you should
be able to:
• explain the authority of the caliphs. 
• identify and describe Islamic scientific and
cultural contributions. 
• explain the social structures in Islamic
societies.
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The Rise of Islam
Main Ideas
• In the fifth and sixth centuries, the Arabian
Peninsula took on a new importance as a
result of the caravan trade. 
• The religion of Islam arose in the Arabian
Peninsula, and its prophet was a man named
Muhammad. 
Key Terms
• sheikh 
• Hijrah 
• Quran 
• hajj 
• Islam 
• shari’ah
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The Rise of Islam
People to Identify
• Muhammad 
• Khadija 
• Bedouins 
• Muslims 
Places to Locate
• Arabian Peninsula 
• Makkah 
• Madinah
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The Rise of Islam
Preview Questions
• What was the role of Muhammad in the spread
of Islam? 
• What are the major beliefs and principles of the
religion of Islam?
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The Rise of Islam
Preview of Events
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Ramadan is an important holiday for
Muslims. They fast from sunrise to
sunset during Ramadan, the ninth month
of the year. Because the beginning and
end of Ramadan are declared when a
trustworthy witness testifies before the
authorities that the new moon has been
sighted, a cloudy sky can delay or
prolong the fast.
The Arabs
• The Arabs were a nomadic, Semiticspeaking people who lived in the
Arabian Peninsula, a harsh desert
with little water. 
• The hostile surroundings made the Arabs
move continually to find water and to feed
their animals.
(pages 191–192)
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The Arabs (cont.)
• Arabs organized into loosely connected,
independent tribes to help one another
with their difficult lives. 
• A sheikh, chosen from a leading family by
a council of elders, led each tribe. 
• Early Arabs herded sheep and farmed on
the oases of the Arabian Peninsula. 
• After the camel was domesticated in the
first millennium B.C., Arabs expanded the
caravan trade and became major carriers
between the Persian Gulf and the
Mediterranean Sea.
(pages 191–192)
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The Arabs (cont.)
• Most early Arabs were polytheistic, but
Allah (Arabic for “God”) was the supreme
God. 
• They traced their ancestry to Abraham
and his son Ishmael, who were believed
to have built a shrine called the Kaaba at
Makkah (Mecca). 
• The cornerstone of the Kaaba, the Black
Stone, was revered for its association with
Abraham.
(pages 191–192)
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The Arabs (cont.)
• The trade route through Makkah to modern
Yemen and across the Indian Ocean
became popular. 
• Communities along this route flourished. 
• Tensions arose between the wealthy
merchant class and the poorer
clanspeople and slaves.
(pages 191–192)
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The Arabs (cont.)
Tension arose among early Arabs between
the rich and poor classes. What are some
examples of that kind of tension in the
history of the United States?
Numerous examples come from the
history of the relations between industrial
and manufacturing workers–miners and
factory workers, for example–and their
employers.
(pages 191–192)
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The Life of Muhammad
• Muhammad was born into a merchant
family in Makkah. 
• He was orphaned early. 
• He became a caravan manager and
married his employer, a rich widow named
Khadija. 
• Muhammad was deeply troubled by the
gap in his area between the rich
merchants, who he thought were greedy,
and most Makkans, who he thought were
simple and honest. 
• He went to the hills to meditate on the
(pages 192–193)
matter.
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The Life of Muhammad (cont.)
• While meditating, Muslims believe,
Muhammad received revelations from
God. 
• Islam teaches that the messages were
given by the angel Gabriel, who told
Muhammad to recite what he heard.
(pages 192–193)
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The Life of Muhammad (cont.)
• Muhammad came to believe that Allah
had revealed himself partially through
Moses (Judaism) and Jesus (Christianity),
and that Allah’s final revelations were to
him. 
• The Quran, the holy scriptures of Islam,
came out of these revelations. (The word
Islam means “peace through submission
to the will of Allah.”) 
• The Quran contains the ethical guidelines
for Muslims, those who practice Islam. 
• Islam has only one God, Allah, and
Muhammad is God’s prophet.
(pages 192–193)
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The Life of Muhammad (cont.)
• Muhammad set out to convince the
people of Makkah that his revelations
were true. 
• His wife was his first convert, but after
preaching for three years he had only 30
followers. They were persecuted. 
• In 622, he and some of his followers
moved north to Yathrib, later renamed
Madinah (Medina; “city of the prophet”). 
• This journey is known as the Hijrah, and
622 is the first year of the Muslim
calendar.
(pages 192–193)
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The Life of Muhammad (cont.)
• Muhammad won support from residents
of Madinah as well as from Bedouins,
or Arabs in the desert. 
• These formed the first community of
practicing Muslims.
(pages 192–193)
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The Life of Muhammad (cont.)
• Muhammad did not separate political and
religious authority. 
• Submission to the will of Allah meant
submitting to his prophet, and Muhammad
became a religious, political, and military
leader. 
• He assembled a military force to defend
his community. 
• His military victories soon attracted many
followers.
(pages 192–193)
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The Life of Muhammad (cont.)
• In 630, Muhammad returned to Makkah
with ten thousand soldiers. 
• The city surrendered, and many residents
converted to Islam. 
• Muhammad declared the Kaaba a sacred
shrine. 
• Two years later, Muhammad died, as
Islam was first spreading throughout the
Arabian Peninsula.
(pages 192–193)
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The Life of Muhammad (cont.)
Muhammad did not separate religion and
politics as we are supposed to do in
America. He believed that the state should
establish a religion, something forbidden
by the United States Constitution. Is it
important that politics and religion be
separated? Why or why not?
(pages 192–193)
The Teachings of Muhammad
• Islam is monotheistic. 
• Allah is the all-powerful Creator of
everything. 
• Islam offers salvation and the hope of an
afterlife for those who subject themselves
to Allah’s will.
(pages 193–194)
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The Teachings of Muhammad (cont.)
• Muhammad is not considered divine, as
Jesus is. He is a prophet who conveys
Allah’s final revelation. 
• To do Allah’s will, one must follow an
ethical code comprised of the Five Pillars
of Islam: believe in Allah and Muhammad
as his prophet; pray to Allah five times a
day with public prayer on Fridays; give
alms to the poor and unfortunate; observe
the holy month of Ramadan, especially by
fasting; and make a pilgrimage to Makkah
once, if possible. 
• This pilgrimage is called the hajj.
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(pages 193–194)
The Teachings of Muhammad (cont.)
• Islam is more a way of life than a set of
beliefs. 
• After the prophet’s death, Muslim scholars
drew up a law code called the shari’ah. 
• It provides guidelines for daily living, and
much of it comes from the Quran. 
• Muslims must follow sound principles,
such as honesty and justice. 
• Muslims may not gamble, eat pork, drink
alcoholic beverages, or be dishonest.
(pages 193–194)
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The Teachings of Muhammad (cont.)
What are some similarities among Islam,
Judaism, and Christianity?
All three religions are monotheistic and
believe in the same God; all three
dictate laws of behavior, and all three
stress the importance of faith.
(pages 193–194)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
B 1. the holy scriptures of the
religion of Islam
A. sheikh
__
E 2. a pilgrimage to Makkah,
one of the requirements
of the Five Pillars of Islam
C. Islam
B. Quran
D. Hijrah
E. hajj
__
A 3. the ruler of an Arabic tribe,
chosen from one of the
leading families by a council of elders
__
C 4. monotheistic religion that emerged in the Arabian
Peninsula during the seventh century A.D.
__
D 5. the journey of Muhammad and his followers to
Madinah in 622, which became year 1 of the
official calendar of Islam
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Checking for Understanding
Describe the importance of the
shari’ah on the daily life of a Muslim.
The shari’ah regulates the daily lives
of Muslims.
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Checking for Understanding
List the Five Pillars of Islam.
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Critical Thinking
Discuss What problems did
Muhammad encounter while trying
to spread the message of Islam?
Some thought he was insane; others
feared he would upset the established
order.
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Analyzing Visuals
Examine the picture of the Quran on
page 193 of your textbook. How does
the design of this book reflect the
importance of Muhammad’s words?
The Quran contains lavish
illustrations. The use of circles and
boxes makes words stand out on the
pages.
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Close
Islam is not only a religion, it is a way
of life and a system of government.
Summarize the origins of Islam, its
central ideas, and the reasons for its
expansion. Then compare Islam to a
religion or philosophical tradition
studied in earlier chapters.
The Arab Empire and Its Successors
Main Ideas
• After Muhammad’s death, his successor
organized the Arabs and set in motion a great
expansion. 
• Internal struggles weakened the empire and,
by the close of the thirteenth century, the Arab
Empire had ended. 
Key Terms
• caliph 
• vizier 
• jihad 
• sultan 
• Shiite 
• mosque
• Sunni 
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The Arab Empire and Its Successors
People to Identify
• Abu Bakr 
• Harun al-Rashid 
• Mu’awiyah 
• Saladin 
• Hussein 
Places to Locate
• Syria 
• Baghdad 
• Damascus 
• Cairo
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The Arab Empire and Its Successors
Preview Questions
• What major developments occurred under the
Umayyads and Abbasids? 
• Why did the Umayyad and the Abbasid
dynasties fall?
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The Arab Empire and Its Successors
Preview of Events
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During the creation of the Arab Empire,
the caliphs prohibited the destruction of
Christian and Jewish houses of worship,
pictures, and artifacts. The second caliph,
Umar, upon entering Jerusalem, protected
Christian churches and religious artifacts.
Other Arab conquerors preserved the
Egyptian Sphinx and the impressive
artwork of Persia.
Creation of an Arab Empire
• Muhammad’s death left his followers with
a problem of succession. 
• He had no son, and his daughters could
not lead in such a male-dominated
society. 
• Some of Muhammad’s closest followers
chose Abu Bakr, Muhammad’s father-inlaw. 
• He was named caliph, or successor to
Muhammad.
(pages 196–198)
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Creation of an Arab Empire (cont.)
• Islam grew under Abu Bakr. Muslims
expanded over Arabia and beyond. 
• To spread the movement, Abu Bakr took
part in the “struggle in the way of God,” or
jihad. 
• By 650, Egypt, the Byzantine province of
Syria, and the Persian Empire were part of
the Arab Empire.
(pages 196–198)
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Creation of an Arab Empire (cont.)
• The Arabs were fierce fighters led by
brilliant generals. 
• Military courage was enhanced by the
belief that a warrior killed in battle was
assured a place in Paradise. 
• The first two caliphs to rule after Abu
Bakr’s death were assassinated. 
• In 656, Muhammad’s son-in-law, Ali,
became caliph, but he was also
assassinated after ruling for five years.
(pages 196–198)
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Creation of an Arab Empire (cont.)
• Arab administrators were tolerant in their
conquered territories. 
• Some places retained local governments,
and no one was forced to convert to
Islam. 
• Those who did not convert were required
to be loyal to Muslim rule and pay taxes.
(pages 196–198)
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Creation of an Arab Empire (cont.)
Compare the creation of the Arab Empire
with the creation of the Roman Empire
and the Empire of Alexander the Great.
All depended on the military, and they
conquered some of the same land. The
Roman and Arab expansions took
several generations, while Alexander
created his empire in just a few years.
(pages 196–198)
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The Umayyads
• In 661, the general Mu’awiyah became
caliph. 
• He was a rival of Ali and was known for
one major virtue: He used force only if
necessary. 
• He made the office of caliph (caliphate)
hereditary and began the Umayyad
dynasty. 
• Since he had been governor of Syria, he
moved the capital of the Arab Empire from
Madinah to Damascus.
(pages 198–199)
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The Umayyads (cont.)
• At the beginning of the eighth century,
Arabs conquered and converted the
Berbers, a pastoral people who lived on
the coast of North Africa. 
• Around 710, combined Arab and Berber
forces occupied southern Spain. 
• By 725, most of Spain was a Muslim
state. 
• In 732, Arab forces were defeated at the
Battle of Tours in present-day France,
bringing an end to Arab expansion in
Europe.
(pages 198–199)
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The Umayyads (cont.)
• In 717, Muslims attacked Constantinople,
but their navy was defeated by the
Byzantine Empire. 
• This created an uneasy frontier in
southern Asia Minor between the
Byzantine Empire and the Islamic world. 
• Arab power now extended east in
Mesopotamia and Persia, north into
central Asia, and into the southern and
eastern Mediterranean parts of the old
Roman Empire.
(pages 198–199)
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The Umayyads (cont.)
• Internal struggles threatened the
Umayyad Empire’s stability. 
• Local administrators favored Arabs, and
revolts broke out. 
• The most important was led by Hussein,
second son of Ali. 
• In 680, he battled against Umayyad rule. 
• Most of his followers defected, however,
and he fought 10,000 soldiers with only
72 warriors. All died.
(pages 198–199)
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The Umayyads (cont.)
• This struggle caused Islam to split into two
groups, the Shiite and the Sunni. 
• The former say the descendants of Ali are
the rulers of Islam, and the latter claim
that the descendants of the Umayyads
are the true caliphs. 
• This split continues today. 
• Most Muslims are Sunnis, but much of
Iraq and Iran consider themselves Shiites.
(pages 198–199)
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The Umayyads (cont.)
Why was the Battle of Tours a turning
point of the Arab Empire?
The victory of the Frankish army over
the Arab forces in this battle marked the
end of Arab expansion into Europe.
(pages 198–199)
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The Abbasid Dynasty
• Because of both favoritism toward Arabs
and Umayyad corruption, resentment
against Umayyad rule grew. 
• In 750, Abu al-Abbas overthrew the
Umayyad dynasty and founded the
Abbasid dynasty, which lasted until
1258.
(pages 199–201)
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The Abbasid Dynasty (cont.)
• In 762 the Abbasids built a new capital at
Baghdad, on the Tigris River. 
• This location took advantage of river and
caravan traffic. 
• This move eastward increased Persian
influence and created a new outlook. 
• Not warriors, but judges, merchants, and
government officials were the heroes. 
• Also, all Muslims, Arab or not, could now
hold both civil and military offices.
(pages 199–201)
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The Abbasid Dynasty (cont.)
• The ninth-century Abbasid dynasty
thrived. 
• The reign of Harun al-Rashid is
considered the dynasty’s golden age. 
• He was known for his charity and
patronage of the arts. 
• His son al-Ma’mun was a great patron of
learning. 
• He supported astronomical investigations
and created a foundation for translating
Greek works.
(pages 199–201)
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The Abbasid Dynasty (cont.)
• This time also saw economic prosperity. 
• Baghdad became the center of a huge
trade empire extending into Asia, Africa,
and Europe. 
• Under the Abbasids, the caliph became
more regal and the bureaucracy more
complex. 
• A council headed by a prime minister, or
vizier, advised the caliph. 
• During council meetings, the caliph sat
behind a screen and whispered his orders
to the vizier.
(pages 199–201)
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The Abbasid Dynasty (cont.)
• The Abbasid Empire had problems. 
• It experienced much fighting over
succession to the caliphate. 
• Harun al-Rashid’s two sons almost
destroyed Baghdad when they fought to
succeed him. 
• Vast wealth led to financial corruption, and
a shortage of qualified Arabs to fill key
government positions enabled non-Arabs,
such as Persians and Turks, to become a
dominant force in the military and
bureaucracy. 
• This aided disintegration.
(pages 199–201)
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The Abbasid Dynasty (cont.)
• Finally, the rulers of the provinces began
to break from the central government. 
• Spain established its own caliphate. 
• Morocco became independent, and in 973
Egypt established a dynasty under the
Fatimids, with its capital at Cairo.
(pages 199–201)
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The Abbasid Dynasty (cont.)
Rejecting the Umayyad favoritism
towards Arabs, the Abbasid Empire took
advantage of the diversity of its peoples
to build its civilization. Do you think the
United States uses its diversity similarly?
(pages 199–201)
The Seljuk Turks and The Crusades
• The Fatimid dynasty soon became the
center of Islamic civilization. 
• The dynasty played a major role in trade
because of its position in the Nile delta. 
• They created a strong army by hiring nonnative soldiers. 
• One group was the Seljuk Turks.
(pages 201–202)
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The Seljuk Turks and The Crusades
(cont.)
• The Seljuk Turks were a nomadic
people from central Asia. 
• They had converted to Islam and
prospered as soldiers for the Abbasid
caliphate. 
• By the eleventh century they had taken
over the eastern part of the Abbasid
Empire. 
• In 1055 a Turkish leader captured
Baghdad and took over the empire. 
• His title was sultan, “holder of power.”
(pages 201–202)
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The Seljuk Turks and The Crusades
(cont.)
• The Seljuk Turks held the political and
military power in the Abbasid Empire. 
• In 1071 the Byzantines challenged the
Turks, who defeated them. 
• The Turks took over the Anatolian
Peninsula. 
• The Byzantine Empire turned to the West
for help.
(pages 201–202)
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The Seljuk Turks and The Crusades
(cont.)
• The Byzantine emperor Alexius I
asked the Christian states of Europe for
help against the Turks. 
• Many Europeans agreed, and a series of
crusades began in 1096. 
• At first the crusaders put the Muslims on
the defensive. 
• In 1169, however, Saladin took control of
Egypt, ending the Fatimid dynasty. 
• He also took the offensive, and in 1187
Saladin’s army destroyed the Christian
forces in the kingdom of Jerusalem.(pages 201–202)
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The Seljuk Turks and The Crusades
• The chief effect of the Crusades was
to breed centuries of mistrust between
Muslims and Christians.
(cont.)
(pages 201–202)
The Seljuk Turks and The Crusades
(cont.)
Why did crusaders from Europe invade
Southwest Asia?
The Byzantine emperor Alexius I asked
the Christian states of Europe for help
against the Turks.
(pages 201–202)
The Mongols
• The Mongols were a pastoral people who
came out of the Gobi in the early
thirteenth century and took control of
much of the known world. 
• They were highly destructive conquerors
whose goal was to create such terror that
people would not fight back. 
• In 1258, the Mongols seized Persia and
Mesopotamia. 
• Their leader Hülegü hated Islam. 
• He destroyed Baghdad, including its
mosques, and the Abbasid caliphate
ended.
(page 202)
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The Mongols (cont.)
• The Mongols advanced as far as the Red
Sea, but they failed to conquer Egypt, in
part because of the resistance from the
Mamluks. 
• The Mamluks were Turkish slave-soldiers
who had seized power after overthrowing
the administration Saladin set up.
(page 202)
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The Mongols (cont.)
• Mongol rulers began to convert to Islam,
and they intermarried with local peoples. 
• They also began to rebuild some cities. 
• By the fourteenth century, the Mongol
Empire split into separate kingdoms, and
the Islamic Empire begun in the seventh
and eighth centuries ended. 
• Because the Mongols had destroyed
Baghdad, Cairo became the center of
Islamic civilization.
(page 202)
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The Mongols (cont.)
What did the Mongols do to strike terror
into the people they were fighting?
They burned cities to the ground, they
destroyed dams, and they reduced
farming villages to mass starvation by
ruining the land.
(page 202)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. a Muslim group that accepts
only the descendants of the
Umayyads as the true rulers
of Islam
A. caliph
__
E 2. “holder of power,” the military
and political head of state
under the Seljuk Turks and
the Ottomans
D. Sunni
B. jihad
C. Shiite
E. sultan
__
B 3. “struggle in the way of God”
__
C 4. a Muslim group that accepts only the
descendants of Muhammad’s son-in-law Ali as
the true rulers of Islam
__
A 5. a successor of Muhammad as spiritual and
temporal leader of the Muslims
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Checking for Understanding
Explain how General Mu’awiyah
created the Umayyad dynasty.
He became caliph and made the
caliphate hereditary in his own family.
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Checking for Understanding
List the occupations that were given
increased respect under the Abbasids.
Judges, merchants, and government
officials were given increased respect
under the Abbasids.
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Critical Thinking
Explain The initial Mongol reaction to
Islam was hatred and destruction, yet
over time that changed. Why do you
think the Mongols gradually accepted
Islam?
Analyzing Visuals
Examine the photograph of the interior
courtyard of the Alhambra on page 196
of your textbook. Where is this building
located? Can you identify various
influences on its architectural style?
The building is located in Granada,
Spain. Influences on architectural style
include the Roman arches and pools.
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Close
Identify and explain the importance of
each of the following in the history and
expansion of Islam: Abu Bakr, Ali,
Umayyads, Abbasids.
Islamic Civilization
Main Ideas
• An extensive trade network brought
prosperity to the Islamic world. 
• The Quran provided fundamental guidelines for
all Muslims, not only in spiritual affairs but also
in politics, economics, and social life. 
Key Terms
• bazaar 
• dowry
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Islamic Civilization
People to Identify
• Abbasids 
• Fatimids 
Places to Locate
• Morocco 
• Caspian Sea 
• Córdoba
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Islamic Civilization
Preview Questions
• List the items traded in the Arab Empire and
where they came from. 
• What were the basic characteristics of Islamic
society?
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Islamic Civilization
Preview of Events
Click the Speaker button to
listen to the audio again.
Moses Maimonides (1135–1204), the
Jewish philosopher, served as the
Egyptian ruler’s doctor. He also had a
private practice in Egypt and lectured
before other doctors at the state hospital.
He became a physician because his
father and brother both died shortly after
the family’s arrival in Egypt, leaving
Moses as the family’s sole money earner.
Prosperity in the Islamic World
• The period of the Arab Empire generally
was prosperous. 
• Much of it was based on the extensive
trade by ship and camel. 
• Camel caravans went from Morocco in
the far west to countries beyond the
Caspian Sea.
(pages 203–205)
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Prosperity in the Islamic World (cont.)
• Trade began to prosper around 750 under
the Abbasid dynasty. 
• Gold and slaves came from south of the
Sahara, gold and ivory from East Africa. 
• India contributed sandalwood, spices, and
textiles, while China contributed silk and
porcelain. 
• Egypt provided grain, and Iraq provided
linens, dates, and jewels. 
• Banking and coin usage developed,
making the exchanges easier.
(pages 203–205)
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Prosperity in the Islamic World (cont.)
• Large, magnificent cities came to
prominence, Baghdad under the Abbasids
and Cairo under the Fatimids. 
• These and Damascus were the
administrative, cultural, and economic
centers of their regions. 
• Islamic cities generally surpassed the
cities of the largely rural Europe of the
time. 
• The Islamic city of Córdoba in Spain was
Europe’s greatest city after
Constantinople.
(pages 203–205)
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Prosperity in the Islamic World (cont.)
• Islamic cities had their own physical
appearance. 
• The palaces and mosques were the most
impressive buildings. 
• They also had public buildings with
fountains, public baths, and marketplaces
(bazaars). 
• The bazaar (covered market) was a vital
part of every Muslim city or town. 
• Inspectors guaranteed the quality of
goods. 
• Bazaars also had craftspeople and
offered services such as laundries. (pages 203–205)
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Prosperity in the Islamic World (cont.)
• Although the Arab Empire was urban for
its time, most people farmed or herded. 
• Early in the empire, free peasants owned
most of the farmland. 
• Then wealthy landowners amassed large
estates in certain areas of the empire. 
• The free peasant farmers along the Nile
farmed the way their ancestors had.
(pages 203–205)
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Prosperity in the Islamic World (cont.)
Why are cities important to history?
Possible answer: Cities are where new
ideas, practices, and innovations
commonly occur, often because they are
places where different groups interact.
(pages 203–205)
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Islamic Society
• Muslims live their lives in accordance with
Allah’s teachings as revealed in the
Quran, which was compiled in 635. 
• Islam claims that all people are equal in
the eyes of Allah. 
• Such was not always the case in the Arab
Empire, however. 
• For example, it had a well defined upper
class of ruling families, wealthy
merchants, and other elites.
(pages 205–206)
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Islamic Society (cont.)
• One group clearly not considered equal
was slaves. 
• Slavery was widespread in the Arab
Empire. 
• Because Muslims could not be slaves,
most of the slaves came from Africa or
Asia. 
• Many were captives of war. Slaves often
served as soldiers. 
• Many of these were eventually freed, and
some exercised considerable power.
(pages 205–206)
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Islamic Society (cont.)
• Women slaves often were domestic
servants. 
• Islamic law said to treat slaves fairly, and
setting slaves free was considered a good
act.
(pages 205–206)
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Islamic Society (cont.)
• The Quran granted women spiritual and
social equality with men, and women
could own and inherit property. 
• Nevertheless, men dominated in the Arab
Empire. 
• Every woman had a male guardian. 
• Women were secluded at home and kept
from social contacts with men outside
their families.
(pages 205–206)
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Islamic Society (cont.)
• Parents or guardians arranged marriages
for their children. 
• Muslim men could have up to four wives,
but most had fewer because of having to
pay a dowry to the bride. 
• Only the wealthy could afford multiple
dowries. 
• Although women had a right to divorce, in
practice the right was extended only to
men.
(pages 205–206)
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Islamic Society (cont.)
• Women covered much of their bodies
when appearing in public, a custom that
continues in many Islamic societies
today. 
• This custom, however, owes more to
traditional Arab practice than to the
Quran. 
• Despite these restrictions, the position of
women in Islamic society was an
improvement over earlier times when
women had often been treated like slaves.
(pages 205–206)
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Islamic Society (cont.)
What was the view of Islamic law toward
slavery?
Islamic law made it clear that slaves
should be treated fairly, and it was
considered a good act to free them.
(pages 205–206)
Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
A 1. a covered market in Islamic
cities
__
B 2. a gift of money or property
paid at the time of marriage,
either by the bride’s parents
to her husband or, in Islamic
societies, by a husband to his
wife
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A. bazaar
B. dowry
Checking for Understanding
Explain how high standards were
ensured at bazaars. What was sold at
the bazaar?
Market inspectors enforced rules and
guidelines were established for food.
Food and goods from around the world
were sold at the bazaar.
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Checking for Understanding
Identify the basic differences in the
roles of Muslim men and women.
Men were rulers, warriors, and provided
for their families. Women were mothers
and wives.
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Critical Thinking
Analyze What was the importance of
trade to Arab life, both in rural areas
and in cities?
Trade brought prosperity. Rural areas
contributed grain and dates; the bazaar
provided a marketplace for produce.
The development of banking made it
easier to exchange goods.
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Analyzing Visuals
Examine the photograph of a market
on page 205 of your textbook. Describe
how this photograph reflects the
economic influence of women in
Islamic culture.
Most of the buyers are women; women
help to determine demand for particular
types of merchandise.
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Close
Summarize the contributions and
features of Islamic society.
The Culture of Islam
Main Ideas
• Muslim scholars made great advances in the
areas of mathematics and the natural
sciences. 
• Muslim art and architecture incorporated
innovative, geometric styles of decoration. 
Key Terms
• astrolabe 
• muezzin 
• minaret 
• arabesque
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The Culture of Islam
People to Identify
• Ibn-Rushd 
• Ibn-Khaldun 
• Ibn Sina (Avicenna) 
• Omar Khayyám 
Places to Locate
• Samarra 
• Granada
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The Culture of Islam
Preview Questions
• What was the House of Wisdom? 
• What are the traits of Islamic art?
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The Culture of Islam
Preview of Events
Click the Speaker button to
listen to the audio again.
Seeing Muslim women with their heads
covered is an increasingly common
experience in the United States. Muslim
women cover their hair because the Quran
teaches that women should be modest.
Preservation of Knowledge and
Philosophy, Science, and History
• During the first few centuries of the Arab
Empire, Arab scholars read and translated
into Arabic works by Plato and Aristotle. 
• The translations were put into a library in
Baghdad called the House of Wisdom. 
• Mathematics texts were brought from
India.
(pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
• Papermaking was introduced from China,
which aided this scholarly work. 
• By the end of the eighth century, paper
factories had been established in
Baghdad. 
• Booksellers and libraries followed.
(pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
• Europeans recovered the works of
Aristotle and other Greek philosophers
through the Muslim world. 
• When Aristotle’s works made it to Europe,
they were accompanied by brilliant
commentaries by Arab scholars. 
• One of the most important scholars was
Ibn-Rushd, who wrote commentaries on
almost all of Aristotle’s works.
(pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
• Islamic scholars also made contributions
to mathematics and the natural sciences. 
• They gave shape to algebra and passed
on India’s numeral system, known as
“Arabic” in Europe. 
• Baghdad had an observatory where
scientists studied and named many stars. 
• Muslims also perfected the astrolabe,
used by sailors to determine their location
by observing the position of stars and
planets. This instrument enabled
Europeans to sail to the Americas. (pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
• Muslims also developed medicine as a
field of study. 
• The famous philosopher and scientist Ibn
Sina wrote a medical encyclopedia and
showed how unsanitary conditions could
spread contagious diseases. 
• His medical works, translated into Latin,
were standard in medieval European
universities.
(pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
• Arabic scholars helped European
intellectual life develop in the twelfth and
thirteenth centuries, laying the basis for
the Renaissance. 
• In his Muqaddimah (Introduction to
History), the Muslim historian Ibn-Khaldun
argued that history was cyclical, going
through regular cycles of birth, growth,
and decay. 
• He tried to understand the political and
social factors that determine the changes
in history.
(pages 207–208)
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Preservation of Knowledge and
Philosophy, Science, and History (cont.)
What factors most determine changes in
history?
Possible answers: Factors that
determine changes in history include
economics, land, geography, lust for
power, religion, and violence.
(pages 207–208)
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Literature
• Muslims believed the Quran was their
greatest work of literature, but pre-Islamic
forms continued to be used. 
• One of the most familiar works of Middle
Eastern literature is the Rubaiyat of Omar
Khayyám, who was a poet, astronomer
and mathematician. 
• He composed his poems orally. 
• In his work he wondered about the
meaning of life when life was so transitory.
(pages 208–209)
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Literature (cont.)
• Another important work of Arabic literature
is The Arabian Nights, also called The
1001 Nights. 
• It is a collection of folktales, fables, and
romances that combine the natural and
supernatural. 
• The stories were first told orally, and then
written down over many years. 
• The story of Aladdin was added in the
eighteenth century.
(pages 208–209)
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Literature (cont.)
Why is understanding a people’s literature
helpful for understanding their history?
Literature is one way of grasping a
people’s imagination. Through their
literature, writers often articulate their
culture’s values, desires, and
interpretations of meaning.
(pages 208–209)
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Art and Architecture
• Islamic art blends the Arabic, Turkish, and
Persian traditions. 
• Its highest expression is found in the
mosques, which represent Islam’s spirit.
(pages 209–210)
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Art and Architecture (cont.)
• The Great Mosque of Samarra was the
world’s largest mosque at the time it was
built. 
• In present-day Iraq, it covers 10 acres. 
• Its minaret is famous. 
• The minaret is the tower from which the
crier, or muezzin, calls the faithful to
prayer five times a day. 
• The minaret of Samarra is nearly 90 feet
high with an impressive, unusual spiral
staircase to the top.
(pages 209–210)
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Art and Architecture (cont.)
• Another famous mosque is in Córdoba,
Spain. 
• Its hundreds of columns turn the building
into a “forest of trees” jutting upward,
giving the building a light, airy feel.
(pages 209–210)
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Art and Architecture (cont.)
• Palaces also reflected the glory of Islam. 
• They were designed around a central
courtyard surrounded by high arcades
and massive gate-towers. 
• They also served as fortresses. 
• A gallery over the entrance had holes for
pouring boiling oil on attackers. 
• This feature became a part of European
castles.
(pages 209–210)
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Art and Architecture (cont.)
• The Alhambra in Granada, Spain, is the
finest Islamic palace. 
• Every inch of its surface is decorated in
floral and abstract patterns, some done in
such detail that they look like lace.
(pages 209–210)
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Art and Architecture (cont.)
• Most decorations on Islamic art are of
repeated Arabic letters, plants, and
abstract figures. 
• These geometric patterns are called
arabesques. 
• They cover an object’s surface
completely.
(pages 209–210)
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Art and Architecture (cont.)
• No representation of Muhammad is in any
Islamic art. 
• The Hadith, an early collection of the
prophet’s sayings, warns against imitating
God by creating pictures of living things. 
• From early on, therefore, no representation
of a living thing appears in Islamic religious
art.
(pages 209–210)
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Art and Architecture (cont.)
Why did not only the mosques, but also
the palaces, reflect the glory of Islam?
The Muslim religion combines spiritual
and political power into one.
(pages 209–210)
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Checking for Understanding
Define Match each definition in the left column with the
appropriate term in the right column.
__
D 1. geometric pattern repeated
over and over to completely
cover a surface with decoration
__
A 2. an instrument used by sailors
to determine their location by
observing the positions of stars
A. astrolabe
B. minaret
C. muezzin
D. arabesque
__
B 3. the tower of a mosque from which the muezzin
calls the faithful to prayer five times a day
__
C 4. the crier who calls the Muslim faithful to prayer
from the minaret of a mosque
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Checking for Understanding
Explain how the Muslims transmitted
ancient literature to other cultures.
They translated works from earlier
civilizations. The translations and
commentaries influenced Western
scholars.
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Checking for Understanding
List the other cultures that influenced
Islamic art and architecture.
Arab, Turkish, and Persian cultures
influenced Islamic art and architecture.
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Critical Thinking
Evaluate Argue against the viewpoint
that Islamic civilization was mainly a
preserver and transmitter of culture,
rather than a creator of culture.
Islamic architecture was imitated by
Europeans; Muslims created advanced
medicine, and Islamic scholars spurred
intellectual life in Europe.
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Analyzing Visuals
Examine the mosque at Samarra on
page 209 of your textbook and the
mosque shown on page 190 of your
textbook. Compare and contrast how
both mosques reflect Islamic
architecture.
The Samarra minaret is a large circular
tower on top of the mosque; the other
mosque has four minarets. The
Samarra mosque is massive; the other
mosque is graceful and delicate.
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Close
Create a chart comparing the major
features of Islamic civilization with
those of another civilization you have
studied, such as Egyptian, Greek, or
Roman.
Chapter Summary
Islamic civilization is renowned for its
innovation, movement,and cultural
diffusion.
Using Key Terms
Insert the key term that best completes each of the following
sentences.
1. The leader of the Seljuk Turks was called a
_______________,
or “holder of power.”
sultan
2. The journey of Muhammad from Makkah to Madinah
is known in history as the _______________.
Hijrah
jihad
3. According to the Quran, _______________
means
struggle in the way of God.
4. Islamic geometric designs entwined with natural
plants, Arabic letters, and abstract figures are known
arabesques
as _______________.
5. During the Abbasid dynasty, the council that advised
the caliph was led by a prime minister known as a
_______________.
vizier
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Reviewing Key Facts
Geography How did the harsh
environment of Arabia shape political
and economic life?
It caused Arabs to organize into tribes
to help each other. Each tribe was ruled
by a sheikh chosen from one of the
leading families. All tribes in a region
were loosely connected with each other.
Arabs supported themselves by herding
sheep or farming. After the camel was
domesticated, they began to expand
their caravan trade.
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Reviewing Key Facts
Government Who were caliphs, and
how did they administer their empire?
A caliph was a successor to
Muhammad, originally both a spiritual
and a political leader. Caliphs ruled with
the assistance of a council headed by a
vizier.
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Reviewing Key Facts
Culture What were some of the
physical characteristics of Islamic
cities?
Islamic cities contained palaces for the
caliphs or local governors, mosques for
worship, public buildings with fountains
and secluded courtyards, public baths,
and bazaars.
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Reviewing Key Facts
History What are the main
differences between the Shiites and
the Sunnis?
Shiites accept only the descendants of
Ali as caliphs, while Sunni Muslims
accept the descendants of the
Umayyads as caliphs.
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Reviewing Key Facts
Science and Technology Name
three contributions by Muslim scholars
in the fields of mathematics and the
natural sciences.
Possible answers: Muslim scholars
passed on the Hindu numerical system,
gave shape to algebra, and perfected
the astrolabe.
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Critical Thinking
Compare and Contrast Compare
and contrast the Islamic religion to
Christianity.
Both are monotheistic, have prophets
and laws, and offer the hope of
salvation and an afterlife. Muhammad
was not divine, and Islam views
Muhammad as the last and greatest
prophet and the Quran as the final
scriptural revelation.
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Critical Thinking
Drawing Conclusions Evaluate the
significance in world history of the
Battle of Tours in 732 and the
destruction of the Muslim fleet in 717.
Islamic expansion into Europe was
stopped.
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Analyzing Maps and Charts
Study the map below and answer the questions on the
following slides.
Analyzing Maps and Charts
The Umayyads moved their capital
from Makkah to Damascus, and the
Abbasids then moved it to Baghdad.
What were the advantages of these
moves?
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Analyzing Maps and Charts
They moved closer to trade routes.
Baghdad was the center of the empire
and was therefore well protected.
Analyzing Maps and Charts
Trade went overland or by sea. What
were the advantages and
disadvantages of each method?
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Analyzing Maps and Charts
Overland was slow, and there was
the risk of bandits. Sea travel was
expensive because ships and crews
were needed. In addition, the
weather was
unpredictable.
Analyzing Maps and Charts
How far did a caravan travel overland
from Makkah to Constantinople?
Calculate your answer in miles and
kilometers using the map’s scale.
Click the mouse button or press the
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Analyzing Maps and Charts
A caravan traveled over 1,500 miles
(2,500 km).
Standardized Test Practice
Directions: Choose the best answer to the following
question.
What is a similarity between the religions of Islam and
Christianity?
F They are both monotheistic.
G They both believe that Allah and Muhammad are prophets.
H Both religions forbid the eating of pork.
J Believers of both religions were persecuted by the
Romans.
Test-Taking Tip When a question asks for a similarity,
check that your answer is true for both parts of the
comparison. In this case, you need something that is
true for both faiths. Wrong answer choices often
describe only one half of the comparison.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
the Glencoe World History Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://wh.glencoe.com
Knights Templars The Knights Templars were a
religious and military order founded in Jerusalem
during the Crusades to protect pilgrims traveling to
the Holy Land. Their full name was the Poor
Knights of Christ and the Temple of Solomon.
St. Bernard of Clairvaux created the rules for the
order.
Mosques Mosques fulfill numerous functions. They
contain schools, libraries, and hospitals. Research
the role of the mosque in Muslim daily life and
prepare oral reports focusing on one of a mosque’s
functions.
In what ways was the creation of the Islamic
community a turning point in history?
Many historians believe that the defeat of the Arabs
at the Battle of Tours in 732 marked a critical point
in European history. Discuss the importance of this
battle, which was fought halfway between Tours and
Poitiers, France.
Taking Notes
Why Learn This Skill?
Effective note taking involves more than just writing down
everything your teacher says. The information you write
down should be meaningful and concise so that it can be
understood and remembered when reviewed.
This feature can be found on page 211 of your textbook.
Taking Notes
Learning the Skill
To take notes, follow these steps: 
• Do not try to write down everything. Listen for the key
points. Note these, along with any important facts and
figures that support these points. 
• Use abbreviations and phrases. 
• Copy words, statements, or diagrams drawn on the
chalkboard. 
• Ask the teacher to repeat important points you have
missed or do not understand.
This feature can be found on page 211 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Taking Notes
Learning the Skill
To take notes, follow these steps:
• Organize notes from textbooks into an outline. 
• For a research report, take notes on cards. Note the title,
author, and page number. Use them as a reference in your
report.
This feature can be found on page 211 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Taking Notes
Practicing the Skill
Suppose you are writing a research paper on the topic
“The Life of Muhammad.” First, ask yourself questions
about the main ideas of this topic, such as: “Who was
Muhammad?”, “How did he spread the religion of Islam?”,
“What were his teachings?” Then, find material that
answers each of these questions. 
Using your textbook as a source, read the material on “The
Life of Muhammad” in Section 1 on pages 192–193. After
reviewing the material, prepare notes as if you were writing
a report. Use the set of notes on the following slide as an
example.
This feature can be found on page 211 of your textbook.
Click the mouse button or press the Space Bar to display the information.
Taking Notes
Practicing the Skill
Topic: The Life of Muhammad
Main Idea: Who was Muhammad?
1 Born to merchant family but orphaned at age five
2 Became a caravan manager and married his rich
employer
3 Troubled by gap between poor Bedouins and rich
traders and withdrew to hills to meditate
4 During meditations had visions and heard voices and
believed that it was Allah
This feature can be found on page 211 of your textbook.
Taking Notes
Practicing the Skill
Main Idea: How did Muhammad spread the religion of Islam?
1 He converted his wife and set out to convert the people
of Makkah.
2 He and his closest supporters went to Madinah in 622
(the Hijrah) to try and win support from that city’s people.
3 He and his followers attracted large numbers of
supporters.
This feature can be found on page 211 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Taking Notes
Practicing the Skill
Main Idea: What were Muhammad’s teachings?
1 Allah created the universe and everything in it.
2 Those who desire to achieve life after death must subject
themselves to the will of Allah.
3 Obeying the will of Allah means following the Five Pillars
of Islam.
This feature can be found on page 211 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Muslims worship in mosques, such
as this one in Edirne, Turkey
Read Muhammad’s Message on page 190 of
your textbook. Then answer the questions on
the following slides.
This feature can be found on page 190 of your textbook.
When was Muhammad born, and how old was
he when he heard the angel’s voice calling to
him?
Muhammad was born in A.D. 570. He was 40
years old when he heard the angel’s voice
calling to him.
This feature can be found on page 190 of your textbook.
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What book for Christians is similar to the Quran
for Muslims?
The Christian Bible is similar to the Quran for
Muslims.
This feature can be found on page 190 of your textbook.
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How extensive was the Islamic Empire by the
mid-700s?
It extended from Spain to the Indus River
valley.
This feature can be found on page 190 of your textbook.
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What did Allah promise to those who did good
deeds? To those who died serving Allah?
To those who did good deeds Allah promised
to forgive their sins and ennoble them. To
those how died serving Allah he promised
admittance to Heaven.
This feature can be found on page 190 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
How might the belief that death in a holy battle
would bring you an afterlife in Paradise affect
Islamic soldiers?
This feature can be found on page 190 of your textbook.
Click the image on the
right to listen to an
excerpt from page 195
of your textbook. Read
the information on
page 195 of your
textbook. Then answer
the questions on the
following slides.
This feature can be found on page 195 of your textbook.
Click the Speaker button to listen to the audio again.
What are the unique properties of the Black
Stone?
The Black Stone is composed of four pieces,
jointed together and braced with a sheet of
silver. A white spot, or mole, shines on the
surface. Brilliantly polished, the stone draws
people to it. When kissed, the stone has an
enchanting softness and moistness that is very
appealing. People who kiss or touch the stone
are thought to benefit by doing so.
This feature can be found on page 195 of your textbook.
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What is the significance of the Black Stone?
In Islam, the stone is blessed and represents a
covenant (agreement or promise) of God. In
other words, it is evidence of God’s
providence. Kissing the stone blesses the
pilgrims. According to tradition, if a pilgrim
looks upon the stone’s white mole, he clears
his vision.
This feature can be found on page 195 of your textbook.
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What are the three units of measurement used
in this source?
Cubits, span, and finger joint are the three
units of measurement used in this source.
This feature can be found on page 195 of your textbook.
Click the mouse button or press the Space Bar to display the answer.
Housing and Food in the
Islamic Empire
As might be expected, housing
conditions in the Islamic Empire
during this period varied widely
according to the region and the
economic conditions of the individual
family. In the cities, houses were often
constructed of stone or brick around a
wooden frame. The larger houses
were often built around an inner
courtyard where the residents could
retreat from the dust, noise, and heat
of the city streets. Sometimes
domestic animals like goats and
sheep would be stabled there.
Read the excerpt on pages 204–205
of your textbook and answer the
questions on the following slides.
This feature can be found on pages 204–205 of your textbook.
Summarizing Information Describe the
differences between the lifestyles of the wealthy
and the poor.
The houses of the wealthy were constructed of
stone or brick around a wooden frame, and
they often had an inner courtyard and several
stories with balconies; houses for the poor
were made of clay or unfired bricks. The poor
survived on bread and either boiled millet or
peas; the rich had lamb, poultry and fish,
vegetables, fruits, dairy products, and sweets.
This feature can be found on pages 204–205 of your textbook.
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Writing about History Pretend you live in the
Islamic Empire, and you have just been hired
as a servant. Write a description of the living
conditions of the rich. How do you think a
wealthy citizen of the Islamic Empire would
react to seeing the living standards of the poor?
A servant might never have seen a lavish
dwelling and might be surprised at the quantity
and variety of food. A wealthy citizen might be
appalled at the living conditions of the poor.
This feature can be found on pages 204–205 of your textbook.
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Islamic Scientific Advances
Objectives
After viewing “Islamic Scientific Advances,” you should: 
• Recognize the significant contributions made in science by
the early Islamic culture. 
• Appreciate that Muslim scientists created documentation
that has given scientists today
access to invaluable research. 
• Realize that learning is a central
element of Islam.
Click the mouse button or press the Space Bar to display the information.
Click in the window above to view a preview of the World History video.
Islamic Scientific Advances
When, where, and by whom was the religion of
Islam established?
The religion of Islam was established in the
seventh century near the city of Makkah by the
Prophet Muhammad.
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Space Bar to display the answer.
Islamic Scientific Advances
What are examples of advances made in
astronomy by Islamic scientists?
Islamic scientists used the astrolabe to chart
the movement of planets, stars, and the moon
over hundreds of years and built the first
astronomical observatories.
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Space Bar to display the answer.
as equal to the prophets
It says to accept them.
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a belief in one God
500 years
A.D.
the Umayyad dynasty
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680
trade
Baghdad, Cairo, and
Damascus
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Space Bar to display the answers.
in the countryside
the astrolabe
algebra
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Space Bar to display the answers.
architecture
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