WEEKLY LESSON PLAN
WEEK OF: FEBRUARY 22-26
Mr. Morello
Course: Block 1 – World History
Information: Bell
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Class
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 Homework,
quizzes,
classwork, worksheets,
study guides, etc.
M-T: 8:00-8:15 AM
Bell High: 352-463-3232
Email
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morellop@mygcsd.org
Formative Assessment
 50%
Phone
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Grading Procedure
Tutoring Times
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W. History/Government
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Summative Assessment
 50%
 Tests
and projects
Daily Procedures
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Bell Ringers
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Step one: Name, Week of , Period
Step two: Copy and answer questions
Step three: Be prepared to discuss
responses
Vocabulary Development
Moe Notes
Activities: Hands-on,
Project, Worksheet,
Strategy, Assignment,
Reinforcement, Review, Etc.
Closure
Home Study
Weekly Schedule
Day
Topic
Chapter/Section
Monday
Date:
2-22-16
•
Muslim
Empire
• Compare/
Contrast Islam &
Hinduism
Chapter 10, Section 1,2,3,4,5
Pages: 116-148
Videos:
• Islam: Empire of Faith (PBS Documentary)
• Religions of the World – Hinduism (History Channel/National Geographic)
Tuesday
Date:
2-23-16
Final Four
Final Four
Wednesday
Date:
2-24-16
Teaching of
Muhammed
Chapter 10, Section 1,2,3,4,5
Pages: 116-148
Videos from above.
Thursday
Date:
2-25-16
Arab Empire
Chapter 10, Section 1,2,3,4,5
Pages: 116-148
Videos from above.
Friday
Date:
2-26-16
Formative Quiz
Chapter 10, Section 1,2,3,4,5
Pages: 116-148
Videos from above.
Topic Introduction
Muslim Civilization in the Middle East
The religion of Islam, whose followers are called
Muslims, emerged in the Arabian Peninsula. This
region of southwestern Asia is mostly desert, yet
it was home to many Arab tribes in the A.D.
500s.
Islam Goes to India
The arrival of Islam brought changes to India as
great as those caused in the Aryan migrations
2,000 years earlier. As Muslims mingled with
Indians, each civilization absorbed elements
from the other.
Learning Targets
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Learning Targets
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TLW develop and understand vocabulary related terms to Muslim,
Middle Eastern, and Indian heritage and culture. (Formative quiz)
TLW will identify and explain historical events concerning Muslim and
Hindu civilizations. (Objective part of Summative Test)
TLW compare and contrast the religions of Islam and Hinduism.
TLW construct and defend a well written summary comparing and
contrasting Islam and Hinduism in order to prepare for a written
response on a summative test.
Literacy Strategies
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Note-taking
Venn Diagrams
Written Summaries
Written (Constructed) Response
Vocabulary Development
Learning Target
TLW develop and understand vocabulary related
terms to Muslim, Middle Eastern, and Indian heritage
and culture. (Formative quiz)
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Vocabulary Development
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
Terms
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Bedouins
Muhammad
Mecca
Yathrib
Hijra
Medina
Kaaba
Quran
Mosque
Hajj
Jihad
Sharia
Abu Bakr
Caliph
Sunni
Shiite
Sufis
Umayyads
Abbasids
Baghdad
Vocabulary Development
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
Terms
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Minaret
Sultan
Social mobility
Firdawsi
Omar Khayyam
Calligraphy
Ibn Rushd
Ibn Khaldun
Al-Khwarizmi
Muhammad al-Razi
Ibn Sina
Sultan
Delhi
Rajah
Sikhism
Babur
Mughal
Akbar
Nur Jahan
Shah Jahan
Taj Mahal
Vocabulary Development
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Terms
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Ottomans
Istanbul
Suleyman
Janizary
Safavid
Shah
Shah Abbas
Isfahan
Qajars
Tehran
Terms
Monday
Learning Targets
TLW will identify and explain historical events
concerning Muslim and Hindu civilizations.
(Objective part of Summative Test)
THE WORLD OF
ISLAM
Moe Notes
The Rise of Islam
The Arabs
Arose in the Arabian Peninsula and influenced Western Asia
and beyond.
They were a nomadic, Semitic-speaking people who lived in
the arid climate of the Arabian Peninsula.
The environment was harsh, they were organized into tribes
and were led by a sheikh who was chosen from a council of
elders. The tribes were independent, but worked together
Early Religion
-Most Early Arabs were polytheistic,
many recognized a chief, or supreme
god who they called Allah which is
Arabic for “God.”
-Allah was symbolized by a sacred stone, each tribe
had their own stone, but there was one central stone
called the Black stone which was placed in the shrine
called the Kaaba.
-This shrine was located in the city of Makkah
(Mecca) in what is now Saudi Arabia.
Trade
The Arabian Peninsula became an important
center for trade. The city of Mecca became
rich from the caravan trade traffic which
passed through the area.
The domestication of the camel enabled
traffic to cross the deserts and as empires
grew up in the region trade increased
greatly.
As the merchants became rich from the
Caravan traffic the life of the poor people of
the area suffered.
The Life of Muhammad
Muhammad was born in Makkah in
present-day Saudi Arabia to a
merchant family. His parents
died when he was young and he
ended up living with his uncle
who was a merchant and he
became a caravan manager.
Muhammad in
Arabic Calligraphy
Muhammad married an older widow named Khadija.
Over time, he found the richness and corruption of the
merchants and townspeople to be troubling.
He decided to visit the hills to meditate. Muslims
believe that while he was meditating in the hills he
received revelations from God through the Angel
Gabriel.
Muhammad’s Revelation
Muslims believe the Angel Gabriel told Muhammad to
recite what he heard, it was believed that Allah had
already revealed himself through Moses and Jesus,
but now had a final revelation for man.
This final revelation became the religion of Islam.
Which means submission to the will of God.
The Quran (Koran)
The revelations to Muhammad were written down by
scribes and became known as The Quran, which is
the holy book of Islam.
The Quran contains ethical
guidelines and laws by which
Muslims (followers of Islam)
should live their lives.
The Nature of The Quran
The Quran is written in Arabic, which was the language of
Muhammad.
The Quran is considered to only be true when it is written in
its original language. Translations are thought to lose the
true meaning of the original words which are believed to
be a direct revelation from God.
The Muslim observance of Ramadan is to commemorate the
recording of the holy text.
After the Revelation
After Muhammad received his revelation he went to his
wife Khadija, she was his first convert to the new religion.
He began to try to convert the people of Makkah to his
message, but he was unsuccessful. After three years he
was forced to go to the city of Yathrib, which later
became Medina. This flight, or migration, is known as the
Hijrah and marks the beginning of the Muslim calendar.
This was in the year 622 CE.
Acceptance in the city of the Prophet
In Yathrib, renamed Medina (which means the city of the
prophet) Muhammad was accepted and gained followers.
One of the groups which converted to the new religion of
Islam were the Bedouins who were desert Arabs. This new
community became the first to practice the religion.
After several years, Muhammad became both a spiritual and
political leader, there was not an idea of the separation of
church and state. He raised an army and conquered the
city of Makkah.
The Kaaba
After Muhammad took the city of
Makkah he cleansed the Kaaba of
idols and dedicated it to Allah,
who he taught was the one true
God.
All Muslims are encouraged to make
a pilgrimage to Makkah known as
the Hajj at least once in their life if
they are physically and financially
able.
Wednesday
Bell Ringer (10 minutes)

Read “The Five Pillars of Islam” on page 121 and
write at least one complete sentence explaining
each pillar in your own words. (Total of six
sentence or more.)
 1,2,3,4,5

Add a question to your six sentences, answer it,
and number it #6. (No right or wrong answer.)
 6.
How are the five pillars similar or different to
Christian and Jewish faiths?

Be prepared to read your sentences and the
answer to question #6.
Moe Notes
Learning Targets
TLW will identify and explain historical events
concerning Muslim and Hindu civilizations.
(Objective part of Summative Test)
The Teachings of Muhammad
Islam is Monotheistic, like Judaism and Christianity.
Islam teaches a belief in an afterlife, those who hope to
achieve this afterlife must submit to the will of Allah.
Muslims do not believe the Muhammad was divine, they
believe that he was a man.
Islam is seen not just as a religion, but as a way of life.
Muslims believe that Islam was God’s final revelation
for mankind. Muslims feel that in order to achieve
salvation that they must obey the will of Allah, or
God.
In order to do this they must follow the five major
principles of Islam known as the Five Pillars of Islam.
The Five Pillars of Islam

1-Declaration of Faith
 Muslims
must state that there is not God but Allah and
Muhammad is his prophet.

2. Daily Prayer
 Muslims
must pray five times a day facing the Kaaba in
Mecca.
 Pre
Dawn
 Noon
 Afternoon
 Sunset
 Evening
Five Pillars Continued . . .
3. Charity
 Muslims
are supposed to help others and donate part
of their income to charity.
4. Fasting-Ramadan
Muslims must fast from sunrise to sunset during the
holy month of Ramadan which celebrates the
recording of the Quran.
Hajj

5. Pilgrimage: Hajj
 The
fifth pillar of Islam is the Hajj.
 Once in a lifetime, if they are physically and financially able
, Muslims are to journey to Mecca (Makkah) in Saudi Arabia
and perform the rituals of the Hajj.
Islamic Law
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After the death of Muhammad there were further
interpretations of his teachings. These are known as the
Hadith. There are different versions of the Hadith for
different branches of Islam.
These teachings were further interpreted in the Shari’ah.
This is a set of laws which regulate many aspects of Muslim
life. It does not separate between church and state and
covers family life, business, government, and moral conduct.
Muslims are expected to practice honesty and justice in
dealing with others and are forbidden to gamble, eat pork,
drink alcohol, or engage in dishonest behavior.
Facts about Islam
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Quran (Koran)-Holy book of
Islam
Muslim- A follower of Islam
Mosque- A Muslim House of
Worship
Minarets- The towers
located on a Mosque from
which the Muezzin calls the
faithful to prayer.
Minaret
Vocabulary Development
Learning Target
TLW develop and understand vocabulary related
terms to Muslim, Middle Eastern, and Indian heritage
and culture. (Formative quiz)
Task Assignment: Make a foldable or flash cards with the (1) term, its
(2) definition, and (3) use the word in your own sentence, draw a pic
that illustrates the term, or write a synonym for the term.
Closure or Review Questions/Discussions
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What is one important fact about the
rise of Islam?
Describe Muhammad's role as prophet
to the Muslim people.
What is the name of the holy scriptures
for the Islamic faith?
What are the five pillars of Islam?
Home Study
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Page 88-89: Complete A & B, read and annotate page 89
and answer questions 1 & 2. (Suggested day: Sat)
Page 91-91: Complete A & B, read and annotate page 91
and answer questions 1 & 2. (Suggested day: Sun)
Page 92-93: Complete A & B, read and annotate page 93
and answer questions 1 & 2. (Suggested day: Wed &
Thurs)
Page 94-95: Complete A & B, read and annotate page 95
and answer questions 1 & 2. (Suggested day: Sat)
Page 96-97: Complete A & B, read and annotate page 97
and answer questions 1 & 2. (Suggested day: Sun)
Thursday
Bell Ringer (10 minutes)
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Read Primary Source – The Quran on page 123
and copy and answer the three questions in the
Thinking Critically box.
Read the caption “The Dome of the Rock” on
page 125 and copy and answer the question.
Be prepared to discuss and answer all four
questions.
Moe Notes
Learning Targets
TLW will identify and explain historical events
concerning Muslim and Hindu civilizations.
(Objective part of Summative Test)
The Arab Empire
and its Successors
MOE NOTES
Creation of an Arab Empire
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After the death of Muhammad, unity was difficult to
maintain.
The friend and father-in-law of Muhammad, Abu Bakr,
was chosen to be the first Caliph, or successor to
Muhammad.
Abu Bakr helped to unify the Muslim world and
expanded in Arabia and beyond.
Under the idea of jihad, or “struggle in the way of
God” the early Muslims expanded their territory. The
believed that defensive warfare was permitted by the
Quran.
Arab Rule
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
The Arabs were now
united and expanded
their territory instead of
fighting each other.
They defeated the
Byzantine army in 636
taking the province of
Syria. By 642 they took
Egypt and by 650 they
controlled the Persian
Empire.
After Abu Bakr died there was conflict over who
would be the next Caliph.
The next two Caliphs were both assassinated.
After that Muhammad’s son-in-law
Ali was
appointed Caliph,
but five years later
he too was assassinated.
Administration
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
Muslims administrators were fairly tolerant of the
people they defeated.
Initially, both Christians and Jews were allowed to
practice their religions, with some restrictions, because
they were “People of the Book” who had written
scriptures revealed to them by God before the time of
Muhammad. Those who chose not to convert had to be
loyal to the Muslim state and pay a special tax.
The Umayyad Dynasty
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At the beginning of the eighth century
Islam had expanded across northern
Africa and had converted the Berbers (a
pastoral people along the Mediterranean
coast) to the faith.
By 710 combined Berber and Arab
forces crossed the Strait of Gibraltar into
Spain and had taken most of the country
by 725. In 732, however, the Muslim
advance into Europe was halted at the
Battle of Tours.
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By 750 the Muslim advance came to an end. The
southern and eastern Mediterranean and parts of the
old Roman Empire were now Muslim territory.
The Umayyad Dynasty was centered in Damascus, in
modern-day Syria and was wealthy. This was also a
very diverse empire as many different peoples had
been conquered in new territory.
The diversity helped lead to a split within the Islamic
faith
A Split in Islam
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
Many non-Arab Muslims
resent the favoritism which
the Umayyad Empire showed
toward Arabs.
The large empire was difficult
to rule efficiently and there
were financial problems as
well.
The Revolt of Hussein
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The grandson of Muhammad,
Hussein, led a revolt against the
Umayyad Empire in 680.
His solders defected and he was
killed by an overwhelming
Umayyad force.
This struggle led to a split within
the faith of Islam between Sunni
and Shi’a (Shiite) Muslims.
Sunni vs. Shi’a (Shiite)
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Sunni Muslims supported the Umayyad Dynasty.
They believe the Caliph does not need to be a
direct descendant of Muhammad.
Shi’a Muslims supported Hussein and believe that
the Caliph should be a direct descendant of
Muhammad through his son-in-law Ali and his
grandson.
Umayyad
Architecture
The Abbasid Dynasty
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Amidst growing resentment toward
the Umayyad Dynasty Abu alAbbas, a descendent of
Muhammad’s uncle, overthrew the
Umayyad Dynasty in 750 and est.
the Abbasid Dynasty.
The Dynasty lasted until 1258 A.D.
Abbasid Rule
The Abbasids moved the capital of their
empire to Baghdad.
 This move increased Persian influence and
changed Abbasid culture.
 Under this dynasty the new heroes were
judges, merchants, and government officials.
 This dynasty did not favor Arab rule and the
empire became more culturally diverse.

Harun al-Rashid
 The
greatest of the caliphs of the
dynasty. This is called the golden
age of the Abbasid Dynasty
(Caliphate)
 He was known for his charity and
was a great supporter of culture
and the arts.
 His son continued the tradition and
supported the study of astronomy
and began to translate classical
Greek works into Arabic.
Trade

Baghdad became a major crossroads for trade.
 This
made the city very wealthy.
 This also helped spread products and knowledge from
the Middle East to parts of Asia, Africa, and Europe.
Government Administration
The government of the Abbasids became
more like a monarchy.
 The bureaucracy which assisted the Caliph
became more complicated.
 In order to assist him the Caliph appointed a
Vizier who was like a prime minister.
This man was the chief advisor to the
Caliph and would help him run the
government.

Decline and Division
There was great difficulty in the Abbasid
Dynasty with imperial succession.
 There was also financial corruption.
 Caliphs began to recruit from non-Arab
groups for government administration such
as the Turks and the Persians.
These groups came to dominate the
political situation.


Rulers of provinces began to
break away and establish
independent kingdoms.
 Spain
had an independent
Caliphate at Cordoba which had
been established in 750 by
Umayyad rulers who fled the
Abbasid Dynasty.


Morocco became independent.
The Fatimid dynasty was
established in Egypt with the
capital at Cairo in 973.
Seljuk Turks and the Crusades


As the Fatimid Dynasty in Egypt became more
powerful they became the new center of the Muslim
world.
One group which came to power in this region were
the Seljuk Turks.
 The
Turks played a large role in the military and many
rose through the ranks to gain a lot of political power.


The Turks were originally a
nomadic people who converted to
Islam and were great soldiers in
the Abbasid caliphate.
As the Abbasids weakened, the
Turks became stronger moving into
the areas of Iran and Armenia.
They eventually took over many
Abbasid territories.
The Sultan



The Turks were ruled by a Sultan, meaning “holder of
power.”
While the Abbasids were still a religious authority
when the Turks captured Baghdad they were the
military and political leaders of the state.
The Turks in the second half of the 11th century kept
putting pressure on the Byzantine Empire. In 1071
they defeated the Byzantine army at Manzikert and
gained control of Asia Minor (Anatolian Peninsula)
 In
desperation, the Byzantine Empire turned to the West for
help. This led to a series of wars known as The Crusades.
The Crusades
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The Byzantine Emperor Alexius I sent a letter to the
Pope (Urban II) asking for help against the Turks.
This led to a series of wars in 1096 known as The
Crusades.
At first the Crusaders were successful and took the
city of Jerusalem.
In 1187 the Muslim leader Saladin retook the city,
leaving the Christians with only a small collection of
land holdings in the Middle East.
The Crusades had a lasting impact-breeding
centuries of mistrust between the Muslim world and
the Christian World.
The Mongol Threat
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The Mongols were a pastoral, horse-riding people who swept
out of the Gobi in the early 13th century to seize control over
much of the known world.
The were not Muslims and find it difficult to adapt to city life.
The spread destruction across Asia into Muslim territory.
The Invasion began with Genghis Khan and was continued
under the leadership Kublia Khan and Hulegu.



They seized Mesopotamia Persia and Mesopotamia destroying the
city of Baghdad in 1258
The Mongols made it as far as the Red Sea, but were unable
to take Egypt.
Over time the Mongol rulers converted to Islam and rebuilt the
Muslim world.
Activity
Create a Venn Diagram comparing/contrasting the
religions of Islam and Hinduism.

Video (30 minutes)
Islam: Empire of Faith (PBS Documentary)
 https://www.youtube.com/watch?v=UHhbSvOcz4g


Video (30 minutes)
Religions of the World – Hinduism (History Channel/National
Geographic)
 https://www.youtube.com/watch?v=FvGW8k3G2NE

Closure or Review Questions/Discussions

What is one important fact about the
rise of the Arab Empire?
Home Study





Page 88-89: Complete A & B, read and annotate page 89
and answer questions 1 & 2. (Suggested day: Sat)
Page 91-91: Complete A & B, read and annotate page 91
and answer questions 1 & 2. (Suggested day: Sun)
Page 92-93: Complete A & B, read and annotate page 93
and answer questions 1 & 2. (Suggested day: Wed &
Thurs)
Page 94-95: Complete A & B, read and annotate page 95
and answer questions 1 & 2. (Suggested day: Sat)
Page 96-97: Complete A & B, read and annotate page 97
and answer questions 1 & 2. (Suggested day: Sun)
Friday
Bell Ringer (15 minutes)


Study the Moe Notes, your workbook, and Venn
Diagram for the test.
Organize ALL handouts, workbook home study,
and materials in ORDER and staple them together.
Make sure your name is on the first page. File the
packet in the teacher’s mailbox in Period 1’s
drawer.
Bell Ringer (10 minutes)

Study for test on The Rise of Islam and Islamic
Civilization and Culture.
Formative Quiz (50 points)

Take quiz:
 www.moes-place.weebly.com
 World
History – Bell
 Take quiz called Middle East – Rise is Islam and
Muslim Civilization
 Submit responses
Moe Notes
Learning Targets
TLW will identify and explain historical events
concerning Muslim and Hindu civilizations.
(Objective part of Summative Test)
Middle Eastern Islamic Civilization
Prosperity in the Islamic World



The Muslim empires carried on extensive trade with China, the Byzantine
Empire, India, and SE Asia.
Trade was done by ship and by camel caravans which traveled from
Morocco in to West to the countries beyond the Caspian Sea in Central
Asia.
Goods








Sub Saharan Africa: Gold and Slaves
China: Silk and Porcelain
E. Africa: Gold and Ivory
SE Asia and India: Sandalwood and Spices.
Egypt: Grain
Iraq: Linen, Dates, and Precious Stones
W. India: Textiles
The development of banking helped to facilitate trade and eventually
influenced European banking systems during the European Renaissance.
The Role of Cities





Flourishing trade led to wealthy and successful cities.
Baghdad-Was known as the city of peace and was
highly successful under the Abbasids
Cairo: Was part of the Fatimid Dynasty
Cordoba: Capital of Umayyad Spain
Cities had Palaces for the Caliphs and mosques for
worship.
 There
were also public buildings with fountains,
courtyards, public baths, and a bazaar.
The Bazaar



The covered market
was a central part of
each Muslim city.
There were high
standards for business
and sanitation.
It was a place where
people could acquire
both goods and
services.
Agriculture


While cities were expanding a vast majority of the
people still lived in the country and made their
living in agriculture.
Originally the land was owned by peasants, but
was eventually bought by aristocrats and was
worked by slave labor.
Islamic Society



Islam is considered more than just a religion, it is seen as a way
of life that encompasses politics, economics, and social life.
According to the Quran, all people were equal in the eyes of
Allah, but in reality, the Muslim Empires did not follow this
ideal. There was a well developed upper and lower class.
Non-Muslims were not considered equal to Muslims and slavery
was widespread (as in the rest of the ancient world). Slaves
were usually non-Muslims because Islamic law made it illegal
for one Muslim to enslave another.
Slaves served in the military or served as domestic servants.
 Slaves could sometimes purchase their freedom and it was
considered a good act to free ones slaves.

The Role of Women



Originally, the Quran granted women spiritual and
social equality with men. Both men and women
were to be friends and protectors of one another.
Women could earn a living and own and inherit
property. They played a prominent role in the rise
of Islam.
Men and Women had assigned social duties, but
most societies in which Islam arose were male
dominated




Women in these societies had to have a male guardian
and parents arranged marriages for their children.
Men could have up to four wives, but they had to pay a
dowry (gift of money or property) to their wives’ families.
Women did have the right to divorce and adultery was
forbidden for both men and women.
After the spread of Islam local traditions began to assert
themselves and many of the rights that were initially given
to women in Islam were replaced by older traditions which
denied women equal rights. A similar thing happened to
the rights of early Christian women once Christianity
became merged with Roman influence.
The Veil


The veil worn by Muslim women is traditionally called the
Hijab.
The ideal of women wearing veils was common in many
Middle Eastern cultures before the advent of Islam.
 In
Ancient Mesopotamia a veil was a symbol of status, purity,
and moral character.

There is some controversy over this use of these veils
today. There are different interpretations of this tradition
in different parts of the Muslim world. In general, women
and men are supposed to dress modestly, the degree of
that modesty varies from region to region according to

In the Quran the Hijab has different meanings it can
mean a curtain or partition dividing rooms--in other
verses it is a sacred divide between the earth and holy,
god and human, light and dark, and men and women.
The Hijab covers the head and Neck
The covering that
women wear varies
from country to
country.
The Chador covers the full body with
a head scarf underneath.
The Burka (Burqa) is a veil that
completely covers the face and
body.
Activity
Create a Venn Diagram comparing/contrasting the
religions of Islam and Hinduism.

Video (30 minutes)
Islam: Empire of Faith (PBS Documentary)
 https://www.youtube.com/watch?v=UHhbSvOcz4g


Video (30 minutes)
Religions of the World – Hinduism (History Channel/National
Geographic)
 https://www.youtube.com/watch?v=FvGW8k3G2NE

Closure or Review Questions/Discussions

What is one important fact about
Middle Eastern Muslim life, Islamic
civilization, or culture?
Home Study





Page 88-89: Complete A & B, read and annotate page 89
and answer questions 1 & 2. (Suggested day: Sat)
Page 91-91: Complete A & B, read and annotate page 91
and answer questions 1 & 2. (Suggested day: Sun)
Page 92-93: Complete A & B, read and annotate page 93
and answer questions 1 & 2. (Suggested day: Wed &
Thurs)
Page 94-95: Complete A & B, read and annotate page 95
and answer questions 1 & 2. (Suggested day: Sat)
Page 96-97: Complete A & B, read and annotate page 97
and answer questions 1 & 2. (Suggested day: Sun)
Monday
Bell Ringer (10 minutes)



Read Witness History “Akbar the Great” on page
138 and copy and answer the focus question.
Read Geography Interactive “Delhi Sultanate and
Mughal Empire” on page 139 and copy and
answer the question.
Be prepared to discuss and answer both questions.
MOE NOTES
INDIA’S MUSLIM EMPIRES
Islam enters India
•After the Gupta empire fell in 550,
rival princes battled for control.
•Despite the struggles, Indian culture
flourished.
•Trade networks linked India to the
Middle East, Southeast Asia and China.
The Delhi Sultanate



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Late 1100’s- Ghur’s sultanor Muslim ruler, defeats the
Hindu army.
Made Delhi his capital
His successors organized a
sultanate, or land ruled by a
sultan
The Delhi sultanate, 12061526, marked the beginning
of Muslim rule in Northern
India
How did the Muslim’s win


Muslim mounted archers
had greater mobility
than the Hindu forces on
war-elephants.
Hindu princes wasted
resources by fighting
each other instead of
fighting against a
common enemy.
How did the Muslim’s win, cont.


A large number of lower
caste Hindu’s convert to
Islam and fight against
Indian Hindu’s.
It was their only hope
for a better life.
Muslim Rule Changes Indian Government and Society



Sultans introduce Muslim
traditions of
government.
Many Muslim’s moving to
Delhi from Baghdad,
Persia…
Persian art and
architecture with flourish
The Sultans Lose Power



1398- Tamerlane invades
India. (descendent to
Genghis Khan)
Thousands of artisans
enslaved. They are to build
Tamerlane’s capital at
Samarkand.
Northern India is again
fragmented into Hindu and
Muslim states.
Buddhism declines



When the Muslims took
over Northern India they
destroyed Buddhist
monasteries
This lead to the decline
of Buddhism in India
With many Buddhists
gone, now the Muslims
and Hindus will clash.
Muslim-Hindu differences
Hindu
Ancient religion
Many sacred texts
Prayed before statues
representing many
gods
Polytheistic
Islam
Newer faith
One single sacred text
Muslims see statues as
false gods
Monotheistic
Interesting
Blending of cultures





Muslim leaders grow more tolerant of their Hindu
subjects.
Hindus were allowed to practice their religion as long
as they paid a poll tax.
Some Rajahs- local Hindu rulers, were left in place.
Indian Muslims would absorb elements of the Hindu
culture, such as marriage customs and caste ideas.
Urdu- new language (blended Persian, Hindi and
Arabic)
Sikhism- new religion in N. India



Blending of Islamic and
Hindu beliefs
Nanak, preached the
“unity of God, the
brotherhood of man, the
rejection of caste, and
the futility of idol
worship.”
Sikhs would later
become a military force.
Mughal India


In 526 Babur- who
claimed to be a
descendent of Genghis
Khan and Tamerlane.
Leader of Turkish and
Mongol armies that
poured into India.
Babur founds the Mughal Dynasty



In little time, Babur gets rid
of the Delhi sultanate and
sets up the Mughal
dynasty.
Ruled from 1526-1857.
Mughal is Persian for
Mongul
Akbar the Great


Chief builder of the
Mughal empire is
Babur’s grandson,
Akbar.
Akbar created a strong
central government.
Akbar




He was a Muslim that
won support from the
Hindus because of his
policy of toleration.
Opened government
jobs to Hindus of all
castes.
Hindu princes were
partners in ruling the
empire.
Akbar would marry a
Hindu princess.
More on Akbar






Could not read or write.
Consulted leaders of many religions.
Wanted religious harmony and toleration
Wants all to accept India’s diversity
Modernized the army
Introduced land reforms
Akbar’s successors



Jahangir- Akbar’s son,
would be a weaker
leader than his father.
Let his wife, Nur Jahan,
run the government.
She was an able leader
and the most powerful
woman in Indian history
until the 20th century.
Shah Jahan- Akbar’s grandson




Highpoint of Indian literature and art comes under
Jahan
Married to Mumtaz Mahal
She died at age 39 after having 14 children.
Builds a tomb for her, Taj Mahal
Taj Mahal




Designed by a Persian architect
Domes and minarets reflected in clear blue reflecting pools.
Verses from the Quran adorn the inside walls.
The greatest monument of the Mughal empire.
More on the Taj Mahal



Shah Jahan planned to build a twin structure as a
tomb for himself.
But before he could, his son seized the throne.
Shah Jahan was kept imprisoned until his death.
Closure or Review Questions/Discussions

What is one important fact about
India’s Muslim life, Islamic civilization, or
culture?
Tuesday
Activity
Create a Venn Diagram comparing/contrasting the
religions of Islam and Hinduism.

Video (30 minutes)
Islam: Empire of Faith (PBS Documentary)
 https://www.youtube.com/watch?v=UHhbSvOcz4g


Video (30 minutes)
Religions of the World – Hinduism (History Channel/National
Geographic)
 https://www.youtube.com/watch?v=FvGW8k3G2NE

Closure or Review Questions/Discussions



Use Venn Diagram to write a summary
comparing and contrasting both Islam to
Hinduism.
Minimum three paragraphs
A writing checklist and rubric will be
given to you.
Home Study
Chapter 11: Kingdoms and Trading
States of Africa