1. Introduction
Chapter Introduction
This chapter will introduce you to Islamic Civilization. You will learn about the origins and beliefs of Islam, the rise of Muslim empires, and the achievements of Muslim cultures.
Section 1: Origins of Islam
Section 2: The Beliefs of Islam
Section 3: Muslim Empires
Section 4: Muslim Achievements

2. Why did Ibn Battuta leave his hometown?
myStory
Ibn Battuta’s Voyage
Why did Ibn Battuta leave his hometown?
How long had Ibn Battuta been traveling by the time he returned to Tangier? Explain.
Show the myStory video and clarify that Ibn Battuta was a real person who went on a real journey, even though the story is fictionalized. Refer students to this map as it appears in the chapter opener. Then help them relate the description of Ibn Battuta’s journeys with the information on the map.

3. Ibn Battuta’s Actions in . . .
myStory
Ibn Battuta’s Voyage
What did Ibn Battuta do
in Cairo, Jerusalem, and Medina?
Ibn Battuta’s Actions in . . .
Cairo
Jerusalem
Medina
Show the myStory video. Discuss Ibn Battuta’s journey and his activities along the way. After students complete the organizer, ask them identify any common themes to Battuta’s activities.

4. Ibn Battuta’s Voyage How were Ibn Battuta’s visits
myStory
Ibn Battuta’s Voyage
How were Ibn Battuta’s visits
to Medina and Mecca similar?
Medina
Mecca
Shared
Show the myStory video about Battuta’s remaining journey. Ask students to complete the Venn diagram to explore the link between Battuta’s visits to Mecca and Medina.

5. How are religion and culture connected?
myStory
How are religion and culture connected?
Remind students that this graphic organizer may be found in their Student Journals. Tell them to think about what they’ve read about religion and culture in Ibn Battuta’s life and society. Help them develop predictions about the influence of religion on culture in Islamic civilization.

6. How does geography help communities grow?
Origins of Islam
How does geography help communities grow?
New Ideas
Effects
Ask students to suggest new ideas that have dramatically shaped people’s lives, such as the Internet. Post these in the graphic organizer. Then lead a discussion about how and why such ideas affect people. Ask students to predict how a person’s new ideas could shape an entire culture or region.

7. Origins of Islam
Academic Vocabulary
revelation—n., message, usually one believed to come
from God
Many people believe that their religious leaders have experienced revelations from God.
migration—n., moving to a new place
Every year there is an enormous migration from north to south during cold weather.
Tell students to use the list of Academic Vocabulary or high-use words to understand these terms when used in the section. If they are unfamiliar with the terms, students should read the definitions and practice by using them in sentences.

8. Origins of Islam
Key Ideas
People began practicing Islam in Arabia, a large peninsula covered mostly by harsh desert.
The prophet of Islam was Muhammad, who preached his beliefs to the people of Mecca, his hometown.
Muhammad moved from Mecca to the city of Medina, where he built up the Muslim community.

9. Origins of Islam
Key Terms
oasis—a place in a desert where water can be found, usually from a spring
Bedouins—Arab nomads who lived in desert areas
Students should use the Word Wise feature for Section 1 of Islamic Civilization chapter of their Student Journal to explore Key Terms.

10. Origins of Islam
Key Terms
Hijra—Muhammad’s migration with his followers from Mecca to Medina
Kaaba—A shrine in Mecca that is the most important Islamic holy site
Students should use the Word Wise feature for Section 1 of the Islamic Civilization chapter of their Student Journal to explore Key Terms.

11. What are some features of Arabia’s geography?
Origins of Islam
What are some features of Arabia’s geography?
Arabia is a huge peninsula, south of modern Iraq and across the Red Sea from Africa.
Arabia has an extremely harsh environment: mostly desert, a very dry climate, and no permanent rivers.
Most people in Arabia lived in areas that got some rain or near oases where water could be found.
Review the geographic features with students. Then help them connect these geographic features to the history of Arabia.

12. How might being mostly surrounded by water
Origins of Islam
Geography and Culture
How might being mostly surrounded by water
have affected Arabia?
Remind students that this map is found in their textbooks. Use it to help them infer how easy access to so many different global directions might have affected Arabia. Challenge students as well to consider how geographic isolation by water might counter these effects.

13. Origins of Islam
Two Ways of Life
What are some ways that the lives of nomads and town-dwellers were different?
Arabian Ways of Life
Nomads
Town-dwellers
Ask students to use the organizer to describe and contrast the two main ways of life in Arabia.

14. The Importance of Muhammad
Origins of Islam
The Importance of Muhammad
Who do Muslims believe was the prophet of Islam?
How did Muhammad feel about Meccan society?
How did his actions lead to the rise of Islam?
Use these questions to build students’ understanding of the rise of Islam. You may also wish to refer students to the Digital Primary Source lesson to learn more about the Quran.

15. Origins of Islam
The Rise of Islam
When did Muhammad preach in Mecca and Medina? Explain the changes.
What changes did Muhammad make
to Mecca on his return?
Use these questions to further explore students’ understanding of the section subheading The Rise of Islam.

16. How are religion and culture connected?
Origins of Islam
How are religion and culture connected?
Origins of Islam
Tell stduents to think back on everything they learned in the section. Have them use the graphic organizer to make notes about the culture of Arabia, and how it was affected by geography and by the rise of Islam. Urge them to be as specific as they can.

17. How do rituals organize our lives?
Beliefs of Islam
How do rituals organize our lives?
Daily Rituals
Have students use the organizer to list rituals they complete most days. These might be spiritual, physical, recreational, familial, etc. Then invite volunteers to describe how such rituals organize their daily lives. Ask students to predict how religious ritual affects Muslims, or believers in Islam.

18. Beliefs of Islam
Academic Vocabulary
interpret—v., to give the meaning of Our teacher helps us interpret the poetry so that we can understand it better.
submission—n., giving control over yourself to
someone else
For Muslims, submission means trying to please God by following his teachings.
Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the words, they should read the definitions and practice by using them in sentences.

19. Beliefs of Islam
Key Ideas
The main sources of Islamic teachings are the Quran and the Sunnah.
Islam is a monotheistic religion that requires
believers to perform five basic duties known as the Five Pillars of Islam.
Prayer and right conduct are important parts of Islamic teaching.

20. Key Terms Quran—Islam’s holy book
Beliefs of Islam
Key Terms
Quran—Islam’s holy book
Sunnah—traditions believed by many Muslims to come from the prophet Muhammad
Students should use the Word Wise feature for Section 2 of the Islamic Civilization chapter in their Student Journal to explore Key Terms.

21. Key Terms Hajj—pilgrimage to the holy city of Mecca
Beliefs of Islam
Key Terms
Hajj—pilgrimage to the holy city of Mecca
mosque—Islamic house of worship
Sharia—Islamic law
Students should use the Word Wise feature for Section 2 of the Islamic Civilization chapter in their Student Journal to explore Key Terms.

22. Sources of Islamic Teachings
Beliefs of Islam
Sources of Islamic Teachings
The Quran
• Islam’s holy book; main source of teaching
• According to Islam, the record of God’s revelation to Muhammad, compiled by his followers
• Written in verse and studied in Arabic by Muslims everywhere
The Sunnah
• Guidelines for living a proper life, based on the words and actions of Muhammad
• Help interpreting the Quran
Review the definition and purpose of each element of Muslim scripture, as understood by believers in Islam.

23. What is the role of scripture in Muslim beliefs?
Beliefs of Islam
What is the role of scripture in Muslim beliefs?
Describe the contents and style of the Quran.
How does the Arabic language
unite Muslims everywhere?
How might widespread literacy contribute to Muslim learning?
Use the questions to review students’ understanding of the section subheading “Sources of Islamic Teaching.”

24. What do Muslims believe about God?
Beliefs of Islam
What do Muslims believe about God?
Beliefs About God
Monotheism
Submission to God’s Will
The Soul and Afterlife
Have students use the organizer to list main components of Muslim beliefs about God.

25. Islam, Judaism, and Christianity
Origins of Islam
Compare and Contrast:
Islam, Judaism, and Christianity
Three Related Religions
Islam
Judaism
Christianity
Review the beliefs of Islam. Ask students to use the organizer to compare Islam to Judaism and Christianity by listing similarities and differences between the three religions.

26. Islamic Beliefs and Rituals
Beliefs of Islam
Islamic Beliefs and Rituals
What belief about God do Muslims share with Jews and Christians?
What are the Five Pillars of Islam?
What do Muslims do to follow the Five Pillars?
Use these questions to further explore students’ understanding of the section subheadings Beliefs About God and The Five Pillars of Islam. Refer students to the Closer Look feature about the Five Pillars of Islam for more information.

27. What are the Five Pillars of Islam?
Beliefs of Islam
What are the Five Pillars of Islam?
Pillars of Islam
Work with students to complete the organizer with descriptions of each pillar of Islam.

28. Five Pillars of Islam: Prayer and Pilgrimage
Beliefs of Islam
Five Pillars of Islam:
Prayer and Pilgrimage
Prayer
• five times a day, following specific rituals such as washing and facing Mecca
• worshipers called to prayer by a muezzin
• sometimes at mosques, especially on Fridays
Pilgrimage
• also known as Hajj, journey to Mecca
Discuss the pillars of prayer and pilgrimage.

29. Where do Muslims live today?
Beliefs of Islam
Where do Muslims live today?
In which region of the world are four of the five
countries shown on the bar graph located?
Remind students that these graphs may be found in their textbooks. Use them to help students understand the distribution of Muslims in today’s world. Point out that the overwhelming majority of Muslims do not live in the region where Islam began.

30. What is the role of law in Muslim life?
Beliefs of Islam
What is the role of law in Muslim life?
The Sharia
Have students use the organizer to describe the information in the Sharia, the ways that Sharia affects law in Muslim countries today, and the behaviors that the Sharia forbids.

31. Prayer, Pilgrimage, and Law
Beliefs of Islam
Prayer, Pilgrimage, and Law
What features do most mosques share?
What important ritual do Muslim pilgrims perform at the Kaaba?
How might rules for proper behavior help people resolve family issues and do business?
Use these questions to further explore students’ understanding of the section subheading Prayer, Pilgrimage, and Law.

32. How are religion and culture connected?
Beliefs of Islam
How are religion and culture connected?
Remind students that this graphic organizer may be found in their Student Journals. Tell them to think back on everything they learned in the section. Have them use the graphic organizer to make notes about Muslim religion. Urge them to be as specific as they can. Then discuss the ways that Islam influences the daily culture of life in Islamic communities.

33. Why are some leaders so appealing and popular?
Muslim Empires
Why are some leaders so appealing and popular?
Reasons for Popularity
Ask students to name some appealing and popular figures, such as athletes, entertainers, or political leaders. Have students use the organizer to lists reasons for the person’s appeal and popularity. Differentiate negative and positive reasons. Then ask students how an empire might become popular.

34. Academic Vocabulary devotion—n., dedication, loyalty
Muslim Empires
Academic Vocabulary
devotion—n., dedication, loyalty
My cat shows her devotion by sleeping at the foot of my bed each night.
circumstance—n., condition Everyone wondered about the mysterious circumstances behind his disappearance.
Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the terms, they should read the definitions and practice by using them in sentences

35. Muslim Empires
Key Ideas
After converting to Islam, the Arabs conquered many lands and built a huge
empire in a very short span of time.
Muslims became divided over the issue of who should follow Muhammad as the leader of the Muslim community.
After the Arab Muslim empire collapsed, Muslim empires including the Ottoman, Safavid, and Mughal empires rose up.

36. Muslim Empires
Key Terms
caliph—title meaning “successor” in Arabic; used by leaders of the Muslim community who followed Muhammad
Sunni—member of an Islamic religious group that supported Abu Bakr as the first caliph and now forms a majority of the world’s Muslims
Students should use the Word Wise feature for Section 3 of the Islamic Civilization Student Journal to explore Key Terms.

37. Muslim Empires
Key Terms
Shia—member of an Islamic religious group that supported Ali as the first caliph and now forms a minority of the world’s Muslims
sultan—title for the ruler of a Muslim country
Students should use the Word Wise feature for Section 3 of the Islamic Civilization chapter of their Student Journal to explore Key Terms.

38. Political and Cultural Influence
Muslim Empires
Political and Cultural Influence
Muslim armies conquered Arabia and many
nearby lands
Arab Muslims brought their religion and their
Arabic language to conquered lands.
In some places, Islam spread quickly
and, in others places, it spread more slowly.
Use the information to help students distinguish between the spread of Muslim political control and the spread of Islamic culture (religion and language).

39. Where was the Arab Muslim empire?
Muslim Empires
Where was the Arab Muslim empire?
In what directions did
the Arab Muslim empire mostly spread?
Use the map and question to help students understand the geographic reach of the Arab Muslim empire.

40. What helped the Arab Muslim empire spread?
Reasons for success
Have students use the organizer to list four main factors that helped Arab Muslims build a huge empire in a short time period. Then refer students to the Digital lesson Places to Know to practice their knowledge of the Arab Muslim empire.

41. Describe the early Muslim view toward Jews and Christians.
Muslim Empires
Muslim Society
Which were the highest and lowest social groups in early Muslim society?
How were the roles of women in early Muslim society different from those of men?
Describe the early Muslim view toward Jews and Christians.
Use these questions to explore students’ understanding of the section subheading Society in the Arab Muslim Empire.

42. Arab Muslim Dynasties Umayyad Dynasty
Muslim Empires
Arab Muslim Dynasties
Umayyad Dynasty
• 1661–750 A.D.; capital in Damascus (now in Syria)
• Took the Arab Muslim empire to its greatest size, stretching from Spain to Persia
• Its size led to interaction between Arab Muslims and other conquered cultures
Abbasid Dynasty
• 750–1258 A.D.; capital in Baghdad (now in Iraq)
• Built a center of art, learning, and science in Baghdad
Use the information to help students define each Arab Muslim empire in their minds.

43. Non-Arab Muslim Dynasties
Muslim Empires
Non-Arab Muslim Dynasties
Ottoman Empire
• 1299–1923 A.D.; centered in modern-day Turkey
• Ruled by Turks who originally came from Central Asia
• Powered by a strong military
Safavid Dynasty
• 1502–1736 A.D.; centered in Persia, which today is called Iran
• Made Shia Islam the official religion in Persia
• Persian culture continued alongside Islamic culture
Use the information to help students define each non-Arab Muslim empire in their minds.

44. Muslim Empires How did the Arab Muslim empire
change under the Umayyads?
What was a key achievement
of the Abbasid caliphate?
Describe the ethnic identity of the Ottoman empire.
How did the Safavids change Islam in what is now Iran?
Use these questions to further explore students’ understanding of the section subheadings Arab Muslim Empires and Non-Arab Muslim Empires.

45. Islam Spreads Muslim Empires Islam in India
Have students use the graphic organizer to list main ideas about Islam in India. Tell students to briefly describe the importance of the Delhi Sultanate, the Mughal Empire, and the founding of Sikhism.

46. How did Muslim empires change over time?
How are religion and culture connected?
How did Muslim empires change over time?
Remind students that this graphic organizer may be found in their Student Journals. Tell them to think back on everything they learned in Section 3. They should use the graphic organizer to make notes about the different Muslim empires studied in the section. Urge students to be as specific as they can.

47. What makes accomplishments possible?
Muslim Achievements
What makes accomplishments possible?
Accomplishments
Conditions
Predictions
Have students use the left column of the organizer to list possible accomplishments that they admire and the right label to describe conditions in a society that make accomplishment possible. Then have students use the lower box to write predictions about whether or not Muslim civilization contained these conditions.

48. Academic Vocabulary emphasize—v., to stress, to mark as important
Muslim Achievements
Academic Vocabulary
emphasize—v., to stress, to mark as important
You can use capital letters or bold type to emphasize ideas in a letter.
concept—n., idea All activities at the festival will relate to the concept of living a healthy lifestyle, including the four kilometer run.
Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the terms, they should read the definitions and practice by using them in sentences

49. Muslim Achievements
Key Ideas
Cities were central to the economies of Muslim empires, which grew through trade.
Art, architecture, and literature flourished under the Muslim empires.
Muslims made important advances in mathematics, philosophy, science, and other fields of learning.

50. Key Terms textile—woven fabric Sufism—an Islamic lifestyle that
Muslim Achievements
Key Terms
textile—woven fabric
Sufism—an Islamic lifestyle that
emphasizes controlling one’s desires, giving
up worldly attachments, and seeking nearness
to God
Students should use the Word Wise feature for Section 4 of the Islamic Civilization chapter in their Student Journal to explore Key Terms.

51. Key Terms Arabic numerals—the system of writing numbers we use today
Muslim Achievements
Key Terms
Arabic numerals—the system of writing numbers we use today
Calligraphy—the art of decorative writing
Students should use the Word Wise feature for Section 4 of Islamic Civilization chapter of their Student Journal to explore Key Terms.

52. Muslim Cities and Trade
Muslim Achievements
Muslim Cities and Trade
Cities
• Centers of Muslim culture
• Supplied traders with products and customers
Trade
• Used Muslim rule to gain access to parts of Asia, Europe, and Africa, as well as the Mediterranean Sea and the Indian Ocean
• Encouraged interaction between cultures and the importing of ideas and inventions
• Made merchants honored in society
Use the bulleted lists to clarify the role of cities and trade in the spread of Muslim civilization and culture.

53. The Role of Geography Muslim Achievements
Refer students to this map in Section 4 of their textbooks. Use the map to help students visualize the extent of Muslim trade. If you wish, refer students to the 21st Century Online Tutor for practice in reading Special-Purpose Maps. Then ask students to name some products for which Muslim civilization was famous and some goods or ideas that flowed to Muslim cities through trade.

54. What were some Muslim achievements?
Three Areas of Achievement
Philosophy
Medicine
Literature
Have students use the organizer to list key Muslim achievements in the areas of philosophy, medicine, and literature.

55. scholarship and learning?
Muslim Achievements
How did Muslims view
scholarship and learning?
How does the building of libraries and academies reveal Muslim views of learning?
How are Muslim folk tales and poetry similar?
Use Muslim writings in history, geography,
folk tales, and poetry to support the statement that Muslim culture valued literature.
Use the questions above to review students’ understanding of the section subheadings Philosophy and Medicine and Literature and to emphasize the role of learning in Muslim civilization.

56. achieve in science and art?
Muslim Achievements
What did Muslims
achieve in science and art?
Mathematics and Science
• Introduced Arabic numerals and the concept of zero to Europeans
• Made advances in algebra and chemistry
• Developed tools and methods for studying the stars and planets
Art and Architecture
• Built beautiful mosques and other buildings
• Used calligraphy on buildings, textiles, books, tiles and other formats
Have students use the list to understand important ideas about Muslim achievements in mathematics, science, art, and architecture. Then direct them to the Digital Lesson Culture Close-Up to learn more about Muslim achievements in architecture.

57. Muslim Achievements
A Great Legacy
What does it tell you that we still use words from Arabic in our study of math?
How did Muslim decorative styles spread
beyond Southwest Asia?
Use any of the Muslim-designed buildings
discussed in this chapter to support the idea that Muslim architecture has lasting appeal.
Use the questions above to review students’ understanding of the section subheadings Mathematics and Science and Art and Architecture and to emphasize the enduring nature of Muslim achievements.

58. Preserving Ancient Cultures
Muslim Achievements
Preserving Ancient Cultures
Causes
Effects
Use the diagram to help students see the role of Muslim scholarship in preserving ancient cultures. Have students record the actions of Muslims scholars in the left box and the result of those actions in the right box.

59. How are religion and culture connected?
Muslim Achievements
How are religion and culture connected?
Remind students that this graphic organizer may be found in their Student Journals. Tell them to think about what they’ve read about Islamic achievements. Have them use the organizer to summarize some of these achievements. Then recall the text from Section 3 about the way that Islam united Arab armies. Discuss with students how religion united Muslim cultures and helped Islamic civilization spread.