0329 wh11te Ch10s5 s.fm Page 329 Friday, September 2, …wohistal.weebly.com/uploads/2/5/0/0/25006786/_wohistach10pt3.pdf · The Ottoman and Safavid Empires Reading Skill: Synthesize

Chapter 10, Section 5 Page 329

Chapter 10 Section 5 329

SECTION

Vocabulary Builder

55 Step-by-Step Instruction

ObjectivesAs you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

! Analyze how the Ottoman empire expanded.

! Describe the characteristics of Ottoman culture.

! Explain how Abbas the Great strength-ened the Safavid empire.

Prepare to Read

Build Background KnowledgeAsk students to recall what they know about Constantinople and the Byzantine empire. Also ask where most invaders came from during this period. Ask stu-dents to predict where the next Muslim empire would arise.

Set a Purpose! WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD, Constantinople Falls

Ask Why was the fall of Constanti-nople a powerful symbol? (It meant capture by Muslims of a major Chris-tian city—once capital of the Eastern Roman empire—in a strategic location at the doorway to Europe.)

! Focus Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read. (Answer appears with Sec-tion 5 Assessment answers.)

! Preview Have students preview the Section Objectives and the list of Terms, People, and Places.

!

Have students read the section using the Guided Questioning strategy (TE, p. T20). As they read, have students fill in the table listing characteristics of the Ottoman and Safavid empires.

Reading and Note Taking Study Guide, p. 96

Use the information below and the following resource to teach the high-use words from this section. Teaching Resources, Unit 2, p. 66; Teaching Resources, Skills Handbook, p. 3

High-Use Words Definitions and Sample Sentences

edict, p. 330 n. an order or command having the force of lawThe queen’s edict banished nonbelievers from the kingdom.

sagacious, p. 333 adj. having good judgmentThe judge was sagacious in his decisions, listening to both sides and applying the law equally to the rich and the poor.

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55

The Ottoman and Safavid Empires

Reading Skill: Synthesize Information Copy this table. As you read, fill in key characteristics of the Ottoman and Safavid empires.

While the Mughals ruled India, two other dynasties—the Otto-mans and Safavids—dominated the Middle East and parts ofEastern Europe. All three empires owed much of their success tonew weapons that changed warfare. Cannons, and later, muskets,gave greater firepower to ordinary foot soldiers, thus reducing theimportance of mounted warriors. The new military technologyhelped the Ottomans and Safavids create strong central govern-ments. As a result, this period from about 1450 to 1650 is some-times called “the age of gunpowder empires.”

The Ottoman Empire ExpandsLike the Seljuks, the Ottomans were a Turkish-speaking nomadicpeople who had migrated from Central Asia into northwesternAsia Minor. In the 1300s, they spread across Asia Minor and intoEastern Europe’s Balkan Peninsula.

Constantinople Falls to the Ottomans Ottoman expansionthreatened the crumbling Byzantine empire. After several failedattempts to capture Constantinople, Mehmet II finally succeeded in1453. In a surprise move, the Ottomans hauled ships overland andlaunched them into the harbor outside Constantinople. After a nearlytwo-month siege, Ottoman cannons finally blasted gaps in the greatdefensive walls of the city, and it became the new capital of theOttoman empire. From Constantinople (renamed Istanbul), theOttoman Turks continued their conquests for the next 200 years.

! Mehmet II

Constantinople FallsWhen Mehmet II became Ottoman sultan in 1451, his goal was to conquer Constantinople, which was all that was left of the once mighty Byzantine empire. The Ottoman fleet was anchored near the city walls. The Byzantines sought help from the pope and European princes as Mehmet’s grip tightened.In 1453, Mehmet began a 54-day siege of Constantinople. He used every means to break through the ancient walls of the city, including commissioning a 27-foot cannon hauled overland by oxen. As the walls were bombarded, the defenders quickly repaired them. Time, however, was running out. Constantinople fell to the Ottomans, who made the city their capital.

Focus Question What were the main characteristics of the Ottoman and Safavid empires?

WITNESS HISTORYWITNESS HISTORY AUDIO

Characteristics

CapitalDatesStrongest rulerExtent of empireType of IslamRelationship with Europe

Ottomans Safavids

" Constantinople under attack by Ottoman Turks

Terms, People, and PlacesOttomansIstanbulSuleimanjanizarySafavid

shahShah AbbasIsfahanQajarsTehran

Objectives• Analyze how the Ottoman empire expanded.• Describe the characteristics of Ottoman culture.• Explain how Abbas the Great strengthened the

Safavid empire.

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330 Muslim Civilizations

Solutions for All Learners

Teach

The Ottoman Empire ExpandsInstruct! Introduce Have students turn to the

paintings in the previous section. Ask what weapons and methods of warfare are portrayed. Ask students how can-nons and muskets would change war-fare. (Bows and arrows, horses, and walled cities became less effective.)

! Teach Ask Where did the Ottoman Turks come from? (Central Asia) What city did they seize, and what did they call it? (Constantinople, Istanbul) Why did Suleiman think he was the heir of the Abbasids? (He ruled a Muslim empire as large and powerful as theirs had been.) How did Suleiman gain control of Hungary? (through war and diplomacy)

! Quick Activity Display Color Trans-parency 62: Constantinople During the Ottoman Empire. Ask students to study the map and explain why Con-stantinople was such an important city to capture. Point out Hagia Sophia and the minarets added to make the Christian church a mosque. Discuss why one religion would take over another religion’s sacred place.

Color Transparencies, 62

Monitor Progress! To check students understanding, ask

them to explain why Europe feared the Ottomans. (They were at Europe’s door; they were more powerful than any European state; they were Muslim.)

! As students fill in their tables, circulate to make sure they have listed Suleiman as the Ottoman empire’s strongest ruler. For a completed version of the table, see

Note Taking Transparencies, 91

Answer

modernized the army, used cannons and mus-kets, and used both warfare and diplomacy to extend Ottoman rule

Have students work in pairs. Ask one student to explain the expansion of the Ottoman empire under Suleiman, as described in the text, while the other student identifies the locations on the map. Then have the pairs switch roles. Then have students study the map and list countries that were threatened by Otto-man expansion.

Use the following resources to help students acquire basic skills:

Adapted Reading and Note Taking Study Guide

! Adapted Note Taking Study Guide, p. 96! Adapted Section Summary, p. 97

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English Language Learners

Suleiman the MagnificentThe picture above shows the sultan Suleiman and his viziers, or advisors.

Suleiman the Magnificent The Ottoman empire enjoyed a goldenage under the sultan Suleiman (soo lay MAHN), who ruled from 1520 to1566. His people called him “the Lawgiver,” while Europeans called himSuleiman the Magnificent. A brilliant general, Suleiman modernized thearmy and conquered many new lands. He extended Ottoman rule east-ward into the Middle East, and also into Kurdistan and Georgia in theCaucasus Mountain region. In the west, Suleiman advanced deeper intoEurope through diplomacy and warfare. In 1529, his armies besieged theAustrian city of Vienna, sending fear through Western Europe.

Although they failed to take Vienna, the Ottomans ruled the largest,most powerful empire in both Europe and the Middle East for centuries.At its height, the empire stretched from Hungary to Arabia and Mesopot-amia and across North Africa. Suleiman felt justified in claiming to bethe rightful heir of the Abbasids and caliph of all Muslims. To the title of“Emperor,” he added the symbolic name of “Protector of the SacredPlaces” (Mecca and Medina).

What technology and techniques enabled Suleiman to extend Ottoman rule?

Ottoman CultureSuleiman was a wise and capable ruler. He strengthened the governmentof the rapidly growing empire and improved its system of justice. As sul-tan, Suleiman had absolute power, but he ruled with the help of a grandvizier and a council. A huge bureaucracy supervised the business of gov-ernment, and the powerful military kept the peace. Ottoman law wasbased on the Sharia, supplemented by royal edicts. Government officialsworked closely with religious scholars who interpreted the law.

Society Is Organized Into Classes Ottoman society was divided intoclasses, each with its appointed role. At the top were “men of thesword”—soldiers who guarded the sultan and defended the state—and“men of the pen”—scientists, lawyers, judges, and poets. Below themwere “men of negotiation,” such as merchants, tax collectors, and arti-sans who carried out trade and production. Finally, there were “men ofhusbandry,” or farmers and herders who produced food for the community.

The Ottomans ruled diverse peoples of many religions. The men of thesword and men of the pen were almost all Muslims, but the other classesincluded non-Muslims. The people were organized into millets, or reli-gious communities. These included Muslims, Greek Christians, Arme-nian Christians, and Jews. Each millet had its own leaders who wereresponsible for education and some legal matters. The Jewish milletsincluded many Jews who had been expelled from Spain in 1492. Theybrought international banking connections with them, plus a new tech-nology for making cloth that helped the Ottoman empire finance itsexpansion.

Janizaries—The Elite Force Like earlier Muslim empires, the Otto-mans recruited officers for the army and government from among thehuge populations of conquered peoples in their empire. The Ottomanslevied a “tax” on Christian families in the Balkans, requiring them toturn over their young sons for government service.

Vocabulary Builderedict—(EE dikt) n. an order or command having the force of law

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History Background

Ottoman CultureInstruct! Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask stu-dents to think of examples of laws that would come from royal edicts rather than Sharia. (laws regarding specifics about administration, taxes, the mili-tary, etc.) Ask Why was Suleiman known as “Lawgiver”? (He improved the system of justice.) Tell students that Suleiman was named after Solomon.

! Teach Ask What groups formed mil-lets? (Muslims, Greek Christians, Armenian Christians, Jews) Discuss why millets were important for non-Muslims. Ask Why would trained slaves make good officials? (They were loyal, had no other ties, were selected for their abilities and trained for their work.) What arts thrived under Suleiman? (poetry, painting, architecture) How did the Ottoman government change under Selim II? (It became corrupt.)

! Quick Activity Have students help create a chart on the board of the four Ottoman social classes, including sam-ple occupations in each class.

Independent PracticeBiography To help students better understand the system of bringing Chris-tian children from Europe to serve the Ottomans, have them read the biography of Sinan and complete the worksheet.

Teaching Resources, Unit 2, p. 72

Monitor ProgressUsing the Numbered Heads strategy (TE, p. T23), ask students to discuss which fac-tors led to the decline of the Ottomans. (government corruption, inferiority to European commerce and technology, loss of land to other powers)

Answer

men of the sword (soldiers), of the pen (scien-tists, lawyers, judges, poets), of negotiation (merchants, tax collectors, artisans), and of husbandry (farmers, herders)

Elite Slaves It was an Abbasid ruler, al-Mutasim, who in the 800s first recruited young non-Muslims, converted them to Islam, and made them slave-soldiers. These ghulams were Turks who were skilled archers on horseback. They became soldiers, generals, and gover-nors, often wealthy and powerful, but forbidden to marry. In Egypt in the 1200s a sultan created a similar corps of Turkish and Kurdish slaves called Mamluks.

Mamluks seized power in Egypt in 1250, ruled until the 1500s, then continued to govern under the Ottomans. The Ottomans brought elite slaves, or devshirme, from the Balkans to serve as government officials or jan-izaries. Shah Abbas in Persia also adopted the practice, importing more than 130,000 slaves from Georgia. Men served in the military and government; women, in households.

L3The boys were converted to Islam and put into rigorous mili-tary training at the palace school. The best soldiers won a prizedplace in the janizaries (JAN ih sehr eez), the elite force of theOttoman army. The brightest students received special educa-tion to become government officials. They might serve as judges,poets, or even grand vizier.

Like the boys, non-Muslim girls from eastern Europe servedas slaves in wealthy Muslim households. There, they might beaccepted as members of the household. Some of the enslavedgirls were freed after the death of their masters.

Literature and the Arts The arts blossomed under Suleiman.Ottoman poets adapted Persian and Arab models to produceworks in Turkish. Influenced by Persian artistic styles, Ottomanpainters produced detailed miniatures and illuminated manu-scripts.

The royal architect Sinan, a janizary military engineer, designed hun-dreds of mosques and palaces. He compared his most famous building,the Selimiye Mosque at Edirne, to the greatest church of the Byzantineempire. “With God’s help and the Sultan’s mercy,” Sinan wrote, “I havesucceeded in building a dome for the mosque which is greater in diame-ter and higher than that of Hagia Sophia.”

Decline of the Ottomans After Suleiman’s death in 1566, the Otto-man empire began a slow decline. Suleiman had killed two of his mostable sons because he suspected them of treason. His son and successorSelim II left most of the governing to his ministers, and governmentbureaucracy became corrupt.

By the 1700s, European advances in both commerce and military tech-nology were leaving the Ottomans behind. Russia and other Europeanpowers captured Ottoman lands, while local rulers in North Africa andelsewhere broke away from Ottoman control. Able sultans tried to reviveOttoman power with limited success.

What were the four divisions of Ottoman society?

The Janizary CorpsThe soldiers below wear the dress of the sultan’s soldiers.

An Ottoman soldier on horseback

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332 Muslim Civilizations

Link to Art

The Safavid EmpireInstruct! Introduce Ask students to look at the

map on this page to locate the extent of the Safavid empire. Ask Which present-day country was part of this empire? (Iran)

! Teach Ask How did religion divide the Muslim empires? (The Safavids were Shiites; the Ottomans were Sunnis.) Then read aloud the Primary Source selection or play the accompa-nying audio. Discuss the leadership of Shah Abbas. Then ask How did Shah Abbas treat non-Muslims? (He toler-ated them and valued their economic contributions.) What aspects of cul-ture flowered under Abbas? (art, poetry, porcelains, clothes, rugs, silk) How did Shiite scholars under-mine the empire? (by challenging the shah’s authority and persecuting reli-gious minorities) Who seized power from the Safavids? (Qajars) What was their capital? (Tehran)

AUDIO

Witness History Audio CD, Shah Abbas

! Analyzing the Visuals Have stu-dents point out Islamic elements in the photo of Isfahan, the magnificent city of mosques, palaces, gardens, and pools designed by Shah Abbas.

Independent Practice! Have students write a letter from an

English carpet merchant to his wife describing his visit to Isfahan during the reign of Shah Abbas.

! Have students access Web Code nap-1051 to take the Geography Interac-tive Audio Guided Tour and answer the map skills questions in the text.

Monitor Progress! Check Reading and Note Taking Study

Guide entries for student understanding.

! After students complete their Note Taking Study Guide entries, hold a dis-cussion comparing the Ottoman and Safavid empires.

Answers

Map Skills1. Review locations with students.2. Tripoli, Algeria, Hungary, and lands bordering

Persia3. The Russians probably feared Ottoman or Safa-

vid expansion into Russian territory and may have resented Ottoman control of the Black Sea, which kept Russia landlocked.

Persian Carpets Shah Abbas is largely responsible for the fame of Persian carpets. Carpets had long been woven by regional tribes as protection from winter winds and as trade items. Shah Abbas set up royal workshops in Isfahan and other cities to make carpet weaving a national industry. Professional artists painted the designs. Royal carpets used luxury materi-

als such as silk, gold, and silver threads. Fine carpets were also traded to Europe, where they graced walls or furniture because they were considered too pre-cious for use on floors. Shah Abbas bypassed Portu-guese traders and invited European merchants to Persia to trade directly. Thus, Persia benefited from European commercial expansion.

JerusalemTripoli

Vienna

Istanbul

Damascus

Cairo

Baghdad

Medina

Mecca

Tehran

Isfahan

Red Sea

Nile

Black Sea

AralSea

Mediter ranean Sea

Euphrates

Caspian

Sea

Persian GulfRiver

IndianOcean

TigrisRiverRiver

DanubeRiver

AFRICA

EUROPE

ASIASPAIN

GREECE

ASIA MINOR

EGYPT

ALGERIA

FRANCE

RUSSIA

PERSIA

ARABIA

AUSTRIAHUNGARY

TRIPOLI

0°

30°E

45°E

60°E

15° E

45°N

15°N

Ottoman empire, 1453Lands added, 1453–1520Lands added under Suleiman,1520–1566Safavid empire at death ofShah Abbas the Great, 1629

2000 400 mi

2000 400 km

Miller Projection

N

S

EW

14001300 1500 1600 1700

1588–1629Reign of Shah Abbas

1451–1481Reign of Mehmet II

1520–1566Reign of Suleiman

1629–1722Decline of the Safavid empire

Early 1300sOttoman Turks spreadinto Balkan Peninsula

1453Constantinople falls

to Ottoman Turks1722

Safavid ruler abdicates

Ottoman datesSafavid dates

14531722

Map Skills At its greatest extent, the Ottoman empire stretched across three continents. At about the same period, the Safavid empire controlled most of what is today Iran.1. Locate (a) Istanbul (b) Black Sea (c) Isfahan

(d) Hungary

2. Movement Into what regions did the Ottoman empire expand under Suleiman?

3. Recognize Point of View How do you think Russians felt about the expansion of the Ottoman and Safavid empires? Explain.

Ottoman and Safavid Empires, 1453–1629For: Audio guided tourWeb Code: nap-1051

A Center of Persian Culture Under Shah Abbas, Isfahan flourished. The shah welcomed artists, poets, and scholars to the court. Palace workshops produced magnificent porcelains, clothes, and rugs. Abbas liked to walk the streets of Isfahan in disguise, mingling with the crowds in bazaars. Amid the cries of street vendors and swarms of traders and customers, he asked people about their problems. If he heard stories of corruption, he punished the guilty.

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Assess and Reteach

Assess Progress! Have students complete the Section

Assessment.

! Administer the Section Quiz.

Teaching Resources, Unit 2, p. 65

! To further assess student under-standing, use

Progress Monitoring Transparencies, 43

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide, p. 97

Adapted Reading and Note Taking Study Guide, p. 97

Spanish Reading and Note Taking Study Guide, p. 97

ExtendMuslim caliphs held both secular and religious authority, but the caliphates fragmented. Shiite religious scholars undermined the authority of Safavid shahs. Have students discuss in groups how a Muslim empire could most effec-tively balance secular and religious authority, and then present their results to the class.

Answers

He centralized the government, created a powerful military, strengthened the economy, and supported artists, poets, and scholars.

PRIMARY SOURCE

Shah Abbas is more casual and comports himself with less pomp and majesty.

Section 5 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. With new military technology, the Sunni Ottomans and Shiite Safavids expanded their empires under strong rulers and Islamic law and created strong societies and flourishing cultures in which non-Muslims participated.

3. It stretched from Hungary to Arabia and Mesopotamia and across North Africa.

4. ruled with the help of a vizier, council, and a huge bureaucracy of elite slaves

5. centralized government, strengthened the military, formed alliances, reduced taxes, encouraged industry, built a new capital, and supported culture

6. Sample: Ottoman and Safavid rulers rec-ognized that non-Muslims made impor-tant economic and cultural contributions to their empires.

" Writing About HistoryResponses should show understanding of the contributions of Suleiman and Shah Abbas. They should include verbs and adjectives that highlight similarities or differences.

For additional assessment, have students access Progress Monitoring Online at Web Code naa-1051.

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55

The Safavid EmpireBy the early 1500s, the Safavid (sah FAH vid) dynasty had united anempire in Persia (present-day Iran). Sandwiched between two expansion-ist powers—Mughal India and the Ottoman empire—the Safavids oftenengaged in warfare. Religion played a role in the conflict. The Safavidswere Shiite Muslims who enforced their beliefs in their empire. The Otto-mans were Sunni Muslims who despised the Shiites as heretics.

Abbas the Great The Safavid king was called the shah. The best-known, Shah Abbas the Great, revived the glory of ancient Persia. From1588 to 1629, he centralized the government and created a powerful mil-itary force modeled on the Ottoman janizaries. Abbas used a mixture offorce and diplomacy against the Ottomans. He also sought alliances withEuropean states that had reason to fear Ottoman power.

To strengthen the economy, Abbas reduced taxes on farmers and herd-ers and encouraged the growth of industry. Unlike earlier Safavids, Abbastolerated non-Muslims and valued their economic contributions. He builta new capital at Isfahan (is fah HAHN), which became a center of theinternational silk trade. Armenians controlled the trade, so Abbas broughtthousands of Armenians to Isfahan. He had a settlement built for theseChristians just outside the capital, where they governed themselves.

The Safavid Empire Declines Safavid glory slowly faded after thedeath of Shah Abbas and under continuing pressure from Ottomanarmies. Shiite scholars also challenged the authority of the shah bystressing their own authority to interpret law and determine govern-ment policy. They encouraged persecution of religious minorities, push-ing Sunni Afghans to rebel. The rebels defeated imperial armies,captured Isfahan, and forced the last Safavid ruler to abdicate in 1722.

In the late 1700s, a new dynasty, the Qajars (kuh JAHRZ), won controlof Iran. They made Tehran their capital and ruled until 1925. Still, theSafavids left a lasting legacy. They established Shiism firmly in Iran andgave Persians a strong sense of their own identity.

How did Shah Abbas revive the glory of ancient Persia?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: naa-1051

Terms, People, and Places1. For each term, person, or place listed at

the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Synthesize InformationUse your completed table to answer the Focus Question: What were the main characteristics of the Ottoman and Safavid empires?

Comprehension and Critical Thinking3. Summarize Describe the extent of the

Ottoman empire at its height.4. Analyze Information How did Sule-

iman govern the Ottoman empire?5. Explain What policies did Abbas the

Great use to strengthen the Safavid empire?

6. Draw Conclusions Why do you think Ottoman and Safavid rulers allowed some religious toleration?

" Writing About HistoryQuick Write: Revise Word ChoiceCompare and contrast Suleiman the Mag-nificent with Shah Abbas the Great by examining their contributions and the effects they had on their respective empires. As you write, choose specific verbs and adjectives that highlight similar-ities or differences. For example, flourished contrasts with grew to empha-size the extent to which a particular cul-ture or location developed.

Vocabulary Buildersagacious—(suh GAY shus) adj. having good judgment

In 1604, a Carmelite missionary visitedthe Persian court. The monk recordedhis observations of Shah Abbas theGreat. According to Abbas, how doeshis style of leadership differ from thatof Christian rulers?

Primary Source

“He is sagacious in mind, likes fameand to be esteemed: he is courte-ous in dealing with everyone and atthe same time very serious. For hewill go through the public streets,eat from what they are selling thereand . . . speak at ease freely withthe lower classes . . . or will sitdown beside this man or that. Hesays that is how to be a king, andthat the king of Spain and otherChristians do not get any pleasureout of ruling, because they areobliged to comport themselves withso much pomp and majesty.”

—A Chronicle of the Carmelitesin Persia AUDIO

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Chapter 10, Page 334

334

CH

APT

ER1010


Quick Study Guide! Have students use the Quick Study

Guide to prepare for this chapter’s tests. Students may wish to refer to the following pages as they review:

Spread of the Arab EmpireSection 2, pp. 310–315; Section 3, pp. 317–320; Section 4, pp. 324–328

Five Pillars of IslamSection 1, pp. 306–307

Key Muslim ScholarsSection 3, pp. 319–322

Key Muslim EmpiresSection 1, p. 305; Section 2, pp. 312–316; Section 4, pp. 327–328; Section 5, pp. 329–333

Key Events in Muslim CivilizationSection 1, pp. 304–308; Section 2, pp. 310–316; Section 4, pp. 324–328; Section 5, pp. 329–333

! For additional review, remind students to refer to the

Reading and Note Taking Study Guide

Note Taking Study Guide, pp. 88, 90, 92, 94, 96

Section Summaries, pp. 89, 91, 93, 95, 97

! Have students access Web Code nap-1061 for this chapter’s timeline, which includes expanded entries and additional events.

! When students have completed their study of the chapter, distribute Chapter Tests A and B.

Teaching Resources, Unit 2, pp. 76–81

For Progress Monitoring Online, refer students to the Self-test with vocabulary practice at Web Code naa-1061.

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Special Needs L2

Less Proficient Readers L2


Use the following study guide resources to help students acquiring basic skills:


Adapted Note Taking Study Guide, pp. 88, 90, 92, 94, 96

Adapted Section Summaries, pp. 89, 91, 93, 95, 97

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Note Taking Study Guide, pp. 88, 90, 92, 94, 96

Spanish Section Summaries, pp. 89, 91, 93, 95, 97

L3

732 Muslims are defeatedat the battle of Tours,

halting Islam’s advance into Western Europe.

622 Muhammad and his followers journey from Mecca to Medina.

750Abu al-Abbas establishes the Abbasid dynasty.

900 Arabs complete the conquest of Sicily.

802Jayavarman is crowned god-king of the Khmer empire in Cambodia.

982Eric the Red

establishes the first Viking colonies in

Greenland.

Muslim Events Global Events 600 800 1000

1010

For: Self-test with vocabulary practiceWeb Code: naa-1061

! Key Muslim Empires

! Key Events of Muslim Civilization

! Spread of the Arab Empire

Empire

Key Leader(s)

Capital

Muhammad andFirst Successors

(632–661)

• Muhammad• Abu Bakr• Umar• Ali

Mecca

Umayyad (661–750)(756–1031 in Spain)

Abbasid (750–1258) Mughal (1526–1857)

• Mu’awiyah

Damascus(Córdoba in Spain)

• Abu al-Abbas• al-Mansur• Harun al-Rashid

Baghdad

• Babur• Akbar• Jahangir• Shah Jahan• AurangzebDelhi, Agra

Ottomans(late 1200s–1922)

Safavids(early 1500s–1722)

• Mehmet II• Suleiman• Selim II

Istanbul

• Shah Abbas

Isfahan

Progress Monitoring Online

! Five Pillars of Islam• Make the declaration of faith: “There is no god but God,

Muhammad is the messenger of God.”• Pray five times per day, facing Mecca.• Give alms (charity) to the poor.• Fast from sunrise to sunset during Ramadan.• Make the hajj, or pilgrimage to Mecca, if physically and

financially able.

! Key Muslim Scholars• Firdawsi—writer and poet, Shah Namah (Book of Kings)• Omar Khayyám—scholar, astronomer, poet, The

Rubáiyát• Ibn Rushd (Averroës)—philosopher, physician, astrono-

mer, judge• Ibn Khaldun—philosopher and historian• al-Khwarizmi—mathematician, astronomer, pioneered

algebra• Muhammad al-Razi—physician• Ibn Sina (Avicenna)—physician, Canon on Medicine

Long-Term Causes

Long-Term Effects• Muslim civilization emerges• Linking of Europe, Asia, and Africa through Muslim trade network• Arabic becomes shared language of Muslims• Split between Sunnis and Shiites

• Weakness of Byzantine and Persian empires• Economic and social changes in Arabia

• Tribes of Arabia unified by Islam around a central message• Wide acceptance of religious message of Islam• Easy acceptance of social ideas of Islam, such as equality among believers

Immediate Causes

Immediate Effects• Islam spreads from the Atlantic coast to the Indus River valley• Centers of learning flourish in Cairo, Córdoba, and elsewhere

Cause and Effect

Spread of Islam

Quick Study Guide

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Tell students that the main concepts for this chapter are Belief Systems, Cultural Diffusion, Empire, and Impact of the Indi-vidual and ask them to answer the Essen-tial Question Review questions on this page. Discuss the Connections to Today topics and ask students to answer the questions that follow.

Essential Question Review1. Conquered peoples may have converted

to Islam hoping to heal divisions, to be treated fairly and welcomed as equals, and to be always taken care of.

2. Students should mention bureaucratic corruption. They should describe how the empire was outpaced by Europe and Russia in commerce and military technology, leading to the loss of territory.

3. Students should choose one of the lead-ers in the Quick Study Guide, and explain how that leader affected the empire and Islam.

Connections to Today1. Responses should describe when the

hajj is made, the nine actions the pil-grims perform and what they symbol-ize, and what the government does to prepare Mecca for the pilgrims.

2. Essays should include two advantages and two disadvantages of diversity. Advantages may include having a more interesting society and learning cul-tural awareness, tolerance, and appre-ciation for diversity. Disadvantages may include conflict between groups and discrimination.

For additional review of this chapter’s core concepts, remind students to refer to the

Reading and Note Taking Study Guide

Concept Connector, pp. 317, 331, 346, 362

L1

Special Needs L2

Less Proficient Readers

Use the following study guide resources to help students acquiring basic skills:


Adapted Concept Connector, pp. 317, 331, 346, 362

Use the following study guide resources to help Spanish-speaking students:

Spanish Reading and Note Taking Study Guide

Spanish Concept Connector, pp. 317, 331, 346, 362

L3

L2


1099Christian crusaders capture Jerusalem from the Muslims.

1206Muslims set up the Delhi sulta- nate in north- ern India.

1453 Mehmet

II and the Ottomans

capture Constantinople.

1520 Suleiman the Magnificent

rules the Ottoman empire.

1588 Shah Abbas the Great begins reign of Safavid empire in Persia.

1066William of Normandy defeats Harold at the Battle of Hastings and becomes king of England.

1279The Mongols gain control of China.

1347The Black Death devastates Europe.

1503Leonardo da Vinci paints

the Mona Lisa.

1558Elizabeth I becomes queen of England.

1200 1400 1600

Essential Question ReviewTo connect prior knowledge with what you have learned in this chapter, answer the questions below in your Concept Connector journal. Use the journal in the Reading and Note Taking Study Guide to record your answers (or go to www.phschool.com Web Code: nad-1007). In addition, record information about the following concepts:• Cultural Diffusion: Spread of Islam• Empire: Abbasid Empire• Empire: Mughal Empire

1. Belief Systems Muhammad said, “Know ye that every Muslim is a brother to every other Muslim and that ye are now one brotherhood.” How might this idea have increased the appeal of Islam to conquered peoples?

2. Empire After they captured Constantinople, the Ottoman Turks continued their conquests. The period from 1450 to 1650 is sometimes called “the age of gunpowder empires,” because new military technology helped the Ottomans and the Safavids build their empires. What factors led to the decline of the Ottoman empire?

3. Impact of the Individual Choose one leader from the chart Key Muslim Empires in the Quick Study Guide of this chapter. Write a paragraph explaining how the leader expanded or changed the empire and Islam.

! Connections to Today1. Belief Systems Islam is the religion of nearly one-fifth of

the world’s population, with millions of Muslims making the hajj, or pilgrimage, to Mecca each year. Research to learn more about the hajj, including when it occurs, the various actions that pilgrims are required to perform, and what those actions symbolize. Include information about what the gov-ernment of Saudi Arabia does to prepare the city of Mecca for the millions of Muslims who arrive annually to fulfill one of the Pillars of Islam.

2. Cultural Diffusion Akbar the Great spoke eloquently about the diversity he found in his land: “O God, in every temple I see people that seek You. In every language I hear spoken, people praise You. If it be a mosque, people murmur the holy prayer. If it be a Christian church, they ring the bell for love of You. . . . It is You whom I seek from temple to tem-ple.” Should a nation encourage diversity? Or can lack of unity weaken the fabric of a society? As an American, you live in a highly diverse society. Write a statement in which you identify and explain two advantages and two disadvan-tages this diversity brings to American society.

For: Interactive timelineWeb Code: nap-1061

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336

Chapter Assessment

1. Sharia

2. caliph

3. jihad

4. mosque

5. janizary

6. sultan

7. calligraphy

8. rajah

9. Sufi

10. shah

Main Ideas11. declaration of faith, five daily prayers,

charity to the poor, fasting during Ramadan, pilgrimage to Mecca

12. Jews and Christians; Muslims regard them as “People of the Book” and prac-ticed tolerance toward them

13. Abu Bakr; by alliances and warfare

14. They generally tolerated conquered peoples who followed monotheistic religions, but they taxed them.

15. partnerships, credit, banks, checks, system of accounting

16. set up hospitals and rural health care, learned and wrote about diagnoses and treatments of disease; improved medical practices, developed prescrip-tions and a way to treat cataracts

17. Lower-caste Hindus preferred Islam because it promised equality. Others accepted its beliefs, wanted to serve in government, or were drawn to its strong trade network.

18. It created a strong central govern-ment, promoted religious tolerance, included Hindus in government, replaced hereditary officeholders with paid ones, modernized the army, encouraged international trade, and introduced land reforms.

19. men of the sword: soldiers; pen: scien-tists, lawyers, judges, poets; negotiation: merchants, tax collectors, artisans; and husbandry: farmers, herders

20. reduced taxes on farmers and herders, encouraged industry, valued the eco-nomic contributions of non-Muslims, made Isfahan a center of the silk trade, and created workshops to pro-duce porcelains, clothes, and rugs

21. Muslims believe Muhammad was the last and greatest prophet of Allah, the one true God. Islam’s message of equality and charity appealed to many people, and Muhammad’s successors were able to unite many peoples through conversion, warfare, and alli-

ances and build empires with strong economies and great cultures.

22. Bedouin society was based on small, inde-pendent, nomadic tribes and frequent wars. Islam united diverse peoples under one religion, government, and culture.

23. Sample: Knowledge was more important than sacrificing one’s life in battle. Mus-lim scholars pursued learning.

24. Answer should mention the initial dis-agreement over Muhammad’s successor.

25. There were few natural barriers and much desert, and Muslim warriors were masters of desert warfare.

26. Sample: Christians were allowed to live in millets, but most did not have access to the highest classes, and the sons of some Christians were enslaved.

27. by strengthening the army, centralizing political and religious authority, and/or practicing tolerance of religious minorities

Terms, People, and Places

Chapter AssessmentTerms, People, and PlacesMatch the following terms with the definitions listed below.

Section 4 (pages 324–328)17. Why did many Hindus convert to Islam during the Delhi sul-

tanate?18. How did Akbar’s rule affect life in India?Section 5 (pages 329–333)19. What were the four social divisions in the Ottoman empire?20. How did Abbas the Great strengthen the Safavid economy

and encourage trade?Chapter Focus Question21. Who was Muhammad, and how did his teachings lead to the

rise and spread of Islam?

Critical Thinking22. Analyze Information In what ways was traditional

Bedouin society different from the society that was formed under Islam?

23. Draw Conclusions Muhammad taught that “the ink of the scholar is holier than the blood of the martyr.” What do you think he meant? How might this attitude have contributed to the development of Muslim civilization?

24. Recognize Cause and Effect Do you think there would have been a split between Sunni and Shiites if Muhammad had designated a successor before he died? Explain.

25. Geography and History How do you think the geography of the Middle East might have helped Muslims spread the teachings of Islam throughout the region?

26. Make Inferences Do you think Ottoman policies encour-aged Christians in the empire to be loyal or disloyal to their Muslim rulers? Explain.

27. Predict Consequences How do you think Safavid shahs might have been able to halt or slow the decline of their empire after the reign of Abbas the Great?

Drafting• Discuss the points about each subject in the same

order. For example, you could write about Akbar’s view toward scholars first, followed by Aurangzeb’s view. Use similar sentence structures to emphasize the points being compared.

• Give vivid and descriptive details about each point of comparison to make your essay more accessible to readers.

• Use comparison or contrast linking words—such as similarly, in the same way, in contrast, and instead—to connect your ideas as well as to highlight similari-ties and differences.

Revising• Use the guidelines for revising your essay on

page W22 of the Writing Handbook.

! Writing About History

In this chapter’s five Section Assessments, you devel-oped skills for writing a compare-and-contrast essay.Expository Essay: Compare and Contrast Akbar the Great is considered by historians to be the greatest ruler in Indian history. The reign of his great-grandson Aurangzeb, in contrast, is highly controversial. Although often criticized because of his intolerance toward Hin-dus, Aurangzeb attempted to eliminate many social evils. Research the two rulers and then write a compare-and-contrast essay on their respective reigns.Prewriting• Write a list of the various categories you wish to com-

pare and contrast. Refer to this list as you collect facts and details.

rajahjihadminaretSufisultanSharia

1. Islamic law2. successor to Muhammad3. struggle in God’s service4. Islamic house of worship5. elite force of the Ottoman army6. authority or ruler in the Turkish empires7. art of beautiful handwriting8. Hindu ruler9. a Muslim mystic10. king in Safavid empire

Main IdeasSection 1 (pages 304–309)11. What are the Five Pillars of Islam?12. Who are the “People of the Book,” and how did Muslims

regard them?Section 2 (pages 310–316)13. Who was the first caliph, and how did he reunite the Arabs?14. How did Muslims treat conquered peoples?Section 3 (pages 317–323)15. Describe three business practices introduced by Muslim traders.16. What medical advances were made by Muslim physicians?

mosquecaliphcalligraphyjanizaryshahQuran

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Prentice Hall World History © 2011 Pearson Education

337

Answers

1. C2. C3. D4. Students’ responses should show a clear

understanding of how the trade routes became networks for pilgrims, merchants, messengers, and armies and vital connections between far-flung cities of the empire. Students should use specific evidence from the documents and the chapter to support their conclusions.

Document-Based Assessment! To help students understand the docu-

ments on this page, give them the fol-lowing TIP: Look at the heading at the top and the introductory text to help you know what to focus on. As you examine each document, ask yourself how it relates to the topic stated in the heading.

! To provide students with further practice in answering Document-Based Assessment Questions, go to

Document-Based Assessment, pp. 28–40

" Writing About HistoryAs students begin the assignment, refer them to page SH20 of the Writing Handbook for help in writing a research paper. Remind them of the steps they should take to complete their assignment, including prewriting, drafting, and revising. For help in revising, remind them to use the guidelines on page SH22 of the Writing Handbook.

Students’ essays should show understanding of the two rulers and their similarities and differences.

They should have a clear thesis statement and contain an introduction, a body, and a conclusion. Paragraphs should develop comparisons and con-trasts using similar sentence structures and linking words and should be supported by vivid details. Essays should show evidence of reflection and be free of grammatical and spelling errors. For scoring rubrics for writing assignments, see Assessment Rubrics, p. 8.

Document-Based Assessment

Document C“The speed of the Arab conquest of North Africa had been made

possible because of the way the Arabs treated the desert as a highway rather than an obstacle. . . . [Control of the Sahara] gave the Arab conquerors immediate control of the inland cara-van routes, which had previously been controlled by indepen-dent tribal powers . . .These inland routes were put to immediate use by merchants, messengers, military reinforcements and Mecca-bound pilgrims, for they were less dangerous than mari-time travel.“

—From A Traveller’s History of North Africaby Barnaby Rogerson

Document DAfrican and Arab Muslims on a merchant ship

Muslim Trade NetworksIn the eighth century A.D., Arab armies spread Islam across North Africa and deep into Asia. Muslim traders advanced in their wake, taking control of established trade routes on both continents. Pil-grims followed these same routes on the annual hajj to Mecca, eastward from Africa and westward from Asia. Trade and religion united this vast empire, as the documents below illustrate.

Document A“Under the Abbasids, the center of the Moslem world was the city

of Baghdad (Gift of God), founded by Caliph al-Mansur in 762 on the west bank of the Tigris. . . . The site was not chosen by inadvertence, for the Moslems had taken over the existing long-distance networks that had operated in the East for centuries. . . . if the pilgrimage caravans made only one round trip a year in the prescribed season, it was the traders who, as always, kept the Silk Road active all the year round. By the ninth century, some Arab traders had pushed overland to China.“

—From The Silk Road by Irene M. Franck andDavid M. Brownstone

Document BA muezzin calls Muslims to prayer in Urumqi, China.

Analyzing DocumentsUse your knowledge of Muslim civilizations and Documents A, B, C, and D to answer questions 1–4.

3. According to Document C, the Arabs did not consider the Sahara an obstacle. Why?A The Sahara is vast, hot, and dry.B The Arabs knew that their enemies would get lost there.C The Arabs liked traveling on large, hot highways.D The Arabs were used to traveling in the desert.

4. Writing Task In what sense did the Muslim trade routes make up a true “network”? Use these documents and infor-mation from the chapter to form your answer.

1. According to Document A, one reason the Abbasids chose Baghdad as their capital was the city’sA religious significance to pilgrims.B lack of merchants.C location near the Silk Road.D strategic location for Arab armies.

2. Documents B and D support the statement thatA All Muslims are Arabs.B All Arabs are Muslim.C Muslims are ethnically diverse.D Muslims only traded over land.

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