History Background
Section 3Standards-Based Instruction
Chapter 3 Section 3 77
Standards at a Glance
The prior section explained the basic beliefs of Islam. This section will focus on the expansion of Islam through mili-tary conquest and the efforts of mer-chants and missionaries. Students will read about Muslim tolerance for differ-ent cultures and the cultural blending that resulted from Islams wide spread.
Section Focus QuestionHow did Islam spread through three phases of expansion?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The first phase was a wave of conquests by Arab armies. The second was conquest by non-Arab Muslims. The third was the spread of Islam through peaceful con-version.)
Prepare to Read
Build Background KnowledgeIntroduce the concept of cultural diffusionthe spreading of a cultureby asking stu-dents to describe the meaning of the words conquest (an overtaking by force) and con-version (a change in belief or policy through persuasion or coercion). Explain that these are two important ways that Islam spread. Discuss with students possi-ble problems that might arise with each of these methods.
Set a Purpose Form students into pairs or groups of
four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart.
Teaching Resources, Unit 2, Reading Readiness Guide, p. 16
Use the Numbered Heads strategy (TE p. T38) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later.
The Role of the Ulama Some forms of Christianity have a hierarchy of clerics, cardinals, and papal administrators. This hierarchy helped Christianity spread throughout the world. In contrast, Islam was not spread by such a religious struc-ture. In fact, Islam does not have such a hierarchy. Its religious experts are called ulama (knowers, or learned ones), and they
are generally situated between the political rulers and those who are ruled. Muslims consult these ulama for advice in matters of law, for religious teaching, and for inter-pretation of the Quran on moral issues. Ulama generally do not act as missionaries, nor do they govern religious organiza-tions.
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Section 3 The Spread of Islam 77
3 The Spread of IslamH-SS 7.2.4 Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
Chronological and Spatial Thinking 1 Students explain how major events are related to one another in time.
Reading Preview
Reading Skill
Relate Events in Time Onceyou can identify sequence, you can relate events in time. This means you can find the connections between those events: Did one event cause another? Are events parts of a larger event? How has a person or culture changed over time? Ask and answer these questions as you read. For example, once you know that Islam came after Judaism and Christianity, you can also note that the religion built on the ideas of the two earlier faiths.
Vocabulary Builder
High-Use Wordsdecline (dee KLN), p. 79monitor (MAHN ih ter), p. 80
Key Terms and PeopleAbu Bakr (uh BOO BAK uhr), p. 78caliph (KAY lihf), p. 78Umar ibn al-Khattab (OOmahr IHB ihn ahl kah TAHB),p. 78jihad (jee HAHD), p. 79Khalid ibn al-Walid (kah LEEDIHB ihn ahl wah LEED), p. 79Sunnis (SOON eez), p. 81Shiites (SHEE ts), p. 81
Background Knowledge By the time Muhammaddied, most people on the Arabian Peninsula had converted toIslam. In this section, you will read about the expansion ofIslam and Muslim rule. You will also learn about Islam in theworld today.
Islam spread to many lands, first by conquest and later also through conversion.
Muslim ExpansionThe spread of Muslim rule took place in three phases. The
first was a wave of conquests by Arab armies. The second was aseries of conquests by non-Arab groups that had adopted Islam.Meanwhile, under the auspices of their new Muslim rulers, theconquered peoples were sometimes coerced, but oftentimesconverted, over the centuries, to Islam. The final phase was thepeaceful spread of Islam by merchants and missionaries.
Early Conquests Before launching their wars of con-quest, Muhammads followers had to choose a new leaderafter the prophet died. And they had to win back the loyalty ofArab tribes who had broken away.
Universal Access
78 Chapter 3
Teach
Muslim Expansion
H-SS 7.2.4
Instruction Vocabulary Builder
High-Use Words Before teaching this section, preteach the high-use words decline and monitor, using the strategy on TE p. T35.Key Terms Following the instructions on p. 65, have students continue to pre-view key terms.
Read Muslim Expansion with students, using the Paragraph Shrinking strategy (TE p. T37).
Ask: What was the first phase of Mus-lim conquest? (It happened amazingly quickly. The Arabs conquered most of the Middle East within two decades and built an empire within a century.)
Ask: What problems did the followers of Islam face when Muhammad died? (They had to choose a new leader, settle questions of succession, and win back dis-senting tribes.)
Answers
(a) the area just east of the Red Sea and a sliver of land near the Persian Gulf and Arabian Sea. (b) Traders traveled great distances and were able to bring information, including the message of Islam, to the places they visited.
Reading Skill the first phase
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Researching Tolerance Have students use reference books or the Internet to research religious tolerance among conquering Muslims. Instruct students to use their research to make a list of causes and effects for this practice of religious tolerance. The lists should explain Muslims motivations
for tolerating other religions and for leav-ing cities intact. The lists also should explain the benefits and disadvantages of such policies for the conquered lands and people. Invite student volunteers to share their lists. Then work with the class to produce a master list.
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78 Chapter 3 Islam
The leaders of the dominant group within the Muslim com-munity resolved the first issue by selecting an old friend of theprophet, Abu Bakr, as their leader. He was given the title ofcaliph, or successor.
Abu Bakr set out to regain control of the Arabian Peninsula.Using force, he brought rebel tribes back under Muslim rule.
Building an Empire The next caliph, Umar ibn al-Khattab, took Islam to nearby lands. His armies sweptthrough Mesopotamia, Palestine, and Syria. Then, they movedon into Persia and Egypt.
The Arab conquests continued under other caliphs. Arabarmies moved into Afghanistan and India. They also movedacross North Africa and into Spain. Their effort to push deeperinto Europe failed, however, when they lost the Battle of Toursin 732. Nevertheless, just a hundred years after Muhammadsdeath, the Muslims had built an enormous empire.
The Spread of Islam
In the years after Muhammads death, Muslims spread Islam across many lands. From its origins in Arabia, Islam soon extended across southwest Asia and North Africa and into Spain.
(a) Describe Which areas came under Muslim control during Muham-mads lifetime?
(b) Analyze Cause and Effect Arabs were major traders. How would trade help to spread Islam?
For: Interactive mapVisit: PHSchool.comWeb Code: mxp-2033
C&ST 1 Relate Events in TimeWhich of the three
phases of Islam does this section discuss?
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http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=mxp&wcsuffix=2033History Background
Chapter 3 Section 3 79
Instruction (continued) Have students summarize the factors
that allowed for the successful spread of Islam. (decline of neighboring empires, mil-itary skill, religious zeal) List those factors on the board, taking special care to make sure that students understand the term jihad.
Have a student volunteer read aloud the quoted promise from Khalid ibn al-Walid on page 79. Identify and define any words that students find difficult. Ask: Why do you think Khalid would make such an announcement before capturing Damascus? (Possible answers: He did not want resistance from unhappy citizens. He respected that religious tradi-tion.)
Answer
Possible answers: He was an effective leader and a successful war-rior; he helped extend the Muslims empire.
A Different Conversion For the most part, Muslim armies did not destroy the cities they conquered. Instead, they usual-ly converted existing buildings to function as their own places of worship or govern-ment. For example, in Constantinople, conquering Muslims plastered over the beautiful, religiously themed mosaics in
the citys largest church, Hagia Sophia, and m
