1.

Developments in Dar al-lslam

O L
O BOUR
Allah will admit those who embrace the true faith and do good works
to
C
S—TheH R 47
gardens watered by running streams.

L
A NE H A
N
Quran, Chapter

T I O LA
the N
R A R K
T E P Ahow did major
Essential Question: period
In from 1200 to c.1450, how did
c. Islamic

I I N
S shape society?
states and arise, systemsreligious

BA S

L
death of Muhammad in 632, Islam spread rapidly outward

O R
fter the

HO OU
from Arabia. Through military actions and the activities of merchants and

SC R B
AL NE HA
missionaries, Islam's reach extended from India to Spain. As the quotation

N
suggests, many Islamic leaders showed tolerance to Christians, Jews, and

ATIO K LA
others who believed in a single god and did good works. Under the Abbasid

E RN AR
T P
Empire, scholars traveled from far away to Baghdad to study at a renowned

S IN
center of learning known as the House of Wisdom. The Islamic community
I
BA S
helped transfer knowledge throughout Afro-Eurasia. When the Abbasids
declined, they were replaced by other Islamic states.

Invasions and Shifts Trade Routes

L
in

O O U R
H O
In the OOS and 1200s, the Abbasid Empire confronted many challenges. Like
B
I I

S C R
AL NE HA
the Chinese, they had conflicts with nomadic groups in Central Asia. Unlike

N
TIO K Lenslaved
the Chinese, they also confronted European invaders.

A A people, or Mamluks,
N fromACentral
R
Egyptian Mamluks Arabs oftenpurchased
who were frequently ethnicR
N E
T of P Mamluks had more opportunities
as bureaucrats.IBecause
Turks Asia, serve as to and soldiers
later
S I Sthan did most enslaved people, In Egypt, Mamluks seized
their roles,

BA
for advancement
control of the government, establishing the Mamluk Sultanate (1250—1517).
They prospered by facilitating trade in cotton and sugar between the Islanuc
world and Europe. However, when the Portuguese and other Europeans
developed new sea routes for trade, the Mamluks declined in power.

Seljuk Turks Another challenge to the Abbasids came from the Central
Asian Seljuk Turks, who were also Muslims. Starting in the I lth century, they
began conquering parts of the Middle East, eventually extending their power
almost as far east as Western China. The Seljuk leader called himself sultan,
thereby reducing the role of the highest-ranking Abbasid from caliph to chief
Sunni religious authority.
DEVELOPMENTS IN DAR AL-ISLAM 15
 Crusaders The Abbasids allowed Christians to travel easily to and
from their holy sites in and around Jerusalem. However, the Seljuk Turks
limited this travel. European Christians organized groups of soldiers, called
Crusaders, to reopen access. (See Topic 1.6.)
Mongols The fourth group to attack theAbbasid Empire were among the
most famous conquerors in history: the Mongols. (See Topic 2.2.) Like many
Mamluks and the Seljuk Turks, they came from Central Asia. The Mongols

O L
O BOUR
conquered the remaining Abbasid Empire in 1258 and ended the Seljuk rule.

H
They continued to push westward but were stopped in Egypt by the Mamluks.
Economic Competition Since the 8th century,Sthe
L CAbbasidsA Rhad been an
N ANorth Africa.
E HGoods and ideas
important link
I
another onTtrade
connecting Asia, Europe, and
A N by the Abbasids.
O routesLcontrolled
flowed from one region
R N A
to
R K
NT E P A
I
Many went through Baghdad. However, trade patterns slowly shifted to
routes
I
farther
wealthA
S
S population. could not afford keep canals
north. As Baghdad place the center of
lost its traditional at trade,
it lost
B and It to
Farmers could not provide enough food for the urban population. Slowly, the
its repaired.

infrastructure that had made Baghdad a great city fell into decay.

O L R
H O O U
Cultural and Social Life
S C R
A newB
N AL ManyN E Hthese
O
Over time, the Islamic world fragmented of
I
politically. states

A T L
K theA The Abbasid
N
adopted Abbasid but they were
practices, distinct ethnically.

R
TEwho descended
Caliphate was led by Arabs and
A R
P from people Central Asia. For
but
Persians, Islamic were
later states

I I N
S in North Africa, the Seljuks in the Middle East, and
shaped by Turkic peoples in

the Delhi B
A S
example, the Mamluks
Sultanate South Asia were
in Turkic. By the
all at least partially

16th century, three large Islamic states had their roots in Turkic cultures: the
Ottoman Empire in Turkey, the Safavid Empire in Persia, and the Mughal

O L R
U
Empire in India. (See Topic 3. l)

H O B O
C
However, these Islamic states continued to form a cultural region. Trade
S R
AL Cordoba,HASpain; Cairo,
spread new goods and fresh ideas. The common use of shariah created similar

I N
O centers N E
Central AsiaTcreated A
systems. Great in Baghdad,

L
legal universities Iraq;
Egypt; and Bukhara
R N
in
A R K
for sharing intellectual

T E P A
IN Islamic scholars followed the advice of the
innovations.

S I S
A
Cultural Continuities

learning
B
prophet Muhammad: "Go in quest of knowledge even unto China." By
from many cultures, they camed on the work of earlier thinkers:
They translated Greek literary classics into Arabic, saving the works
of Aristotle and other Greek thinkers from oblivion.
They studied mathematics texts from India and transferred the
knowledge to Europeans.

• They adopted techniques for paper-making from China. Through

them, Europeans learned to make paper.

16 WORLD HISTORY MODERN: EDITION

 Cultural Innovations In addition to building on the intellectual
achievements of other cultures, scholars durmg the "golden age" in Baghdad
made their own achievements. Nasir al-Din al-Tusi (1201—1274) was one
of the most celebrated Islamic scholars. He contributed to astronomy, law,
logic, ethics, mathematics, philosophy, and medicine. An observatory built
under his direction was the most advanced in the world and produced the most
accurate astronomical charts. He studied the relationship between the lengths

L
of the sides of a triangle and the angles. This laid the groundwork for making
O
O BOUR
H
trigonometry a separate subject. Medical advances and hospital care improved

SC HAR
in cities such as Cairo, while doctors and pharmacists studied for examinations

L
A NE
N
for licenses that would allow them to practice.

T I Othe LAof historiography study

Ibn Khaldun (1332—1406) was well known for his historical accounts and

R N A R K
E A
widely acknowledged as a founder of
T
(the

P
is fields
of the methods of
I S I N and
historians) sociology.

most
S
BAfemale Muslim writer before the 20th century. Her best-known
Sufi poet and
prolific
mystic 'A'ishah al-Ba'uniyyah (1460—1507) may be the

work, a long poem honoring Muhammad called "Clear Inspiration, on Praise of

L
the Trusted One," refers to many previous poets, reflecting her broad learning.

a contrast between mostO

Many of her works describe herjourney toward mystical
O U R
illumination.
'A'ishah's poetry reflects
S C H R
Muslims
B O of the
and Sufis.
Unlike Muslims who focused on
AL NE Hthey A
Quran, Sufis emphasized introspection N
such as
intellectual pursuits, the study

I O
T SufismKmay
grasp
L Ahave begun as a mystical
believed could
A
to truths that

response to the perceived E

not be understood through
R Nof luxuryAbyRthe early Umayyad Caliphate.
learning.

I N T an important
love
P role the spread of Islam. They
S I S
A
Sufimissionaries played in
tended
B adapt
to
religious elements
cultures and
to local
Islam, and in
into
sometimes interweaving
traditions,
way they won many converts.
this
local

Commerce, and Diversity Helping to power the golden age of

Class,

O L
natural and moral philosophy and the arts was commerce. Islamic society
R
H O O U
the time. Muhammad himself had been a C B
viewed merchants as more prestigious than did other societies in Europe and
S R
L
Amerchants HAgrow rich from
Asia at merchant, as had his first

I N
Oand Central
wife. With the revival of trade on Silk Roads,
E
N They were esteemed
A
could

A T L
Kgave charity in accord with the
as long as they maintained RN
dealings across the Indian Ocean
R
their Asia.

E
of the IslamicINT Some merchants
fair
A
P were even sent out as missionaries.
dealings and to

S I S areas of Islamic expansion, control by Islamic caliphs led

pillars fåith.

BA
In the non-Arab
to discrimination against non-Arabs, though rarely to open persecution. This
discrimination gradually faded in the 9th century. The caliph's soldiers were
forbidden to own territory they had conquered. The presence of a permanent
military force that kept order but did not own property allowed life for most
of the inhabitants of the countryside to remain virtually unchanged. However,
people paid tribute to Islamic caliphs rather than to Byzantine rulers.

Slavery Although Islam allowed slavery, Muslims could not enslave

other Muslims. Also exempt from slavery were Jews, and Christians,
Zoroastrians. (See Prologue.) Slaves were often imported from Africa, Kievan

DEVELOPMENTS IN DAR AL-ISLAM 17

Rus (present-day Belarus, Russia, and Ukraine), and Central Asia, but the
institutionof hereditary slavery had not developed. Many slaves converted to
Islam, after which their owners freed them.
Slave women might find themselves serving as concubines to Islamic men
who already had wed their allotment of four wives. Slave women were allowed
more independence—for example, to go to markets and to run errands—
than the legal wives. Only slave women were permitted to dance or perform

L
musically before unrelated men. This opportunity to earn money sometimes
O
O BOUR
enabled female slaves to accumulate enough to buy their freedom.

SC H R
L
A NE H A
Free Women in Islam
Some practices now associated with T I N
O were common
A
A
NEmpire A L
Kthe time of Muhammad. For
R
Islam customs
R
cultural in

N TE
Central Asia and the Byzantine
P and
I
before

S
example, women often
S
Imost women observing
covered heads their This practice faces. solidified

B A
under Islam, with
the practice of dressing modestly or to a
a term can
hijab,
type of covering. Men often
specific
that refer either to

wore head coverings, from turbans to skull caps. While women could study

O L
and read, they were not to do so in the company of men not related to them.
R
H O O U
Muhammad's Policies Muhammad raised the
C
wives with love and devotion.SHe
of
R
women
Bin several
status

the payments prospective husbands madeNA

ways. He treated his
L E HA dowries, insisted that

I O A
T forbadeKfemale
L
secure
N be paid
to the brides, to
future wife rather than to her
RN A He
R educated and owned her own
A
the

E
father. infanticide, killing
of newborn girls.

IN T
Muhammad's
P
wife was
first

I S
BASof Women Overall, Islamic women enjoyed a higher
business, which a pattern
set the recognition of women's
for abilities.

The Status status

than Christian or Jewish women. Islamic women were allowed to inherit
property and retain ownership after marriage. They could remarry if widowed,

O L R
and they could receive a cash settlement if divorced. Under some conditions,

H O O U
B
women
a court under shariahC
a wife could initiate divorce. Moreover, could practice birth control.
(see Topic R
S A half of
ALwasNworth Honly
Islamic women who testified in 3.3) were to

N E
TIO written
be protected from
A
but testimony
retaliation, their that
a man. One gap in the
N A
most of the R
record
historical
L
K created before 1450 were
evidence of how women
is

viewed
TER P A
N
theirposition in society: records
written by men.
I I
S and
ofStowns
limitations B
The rise
A
on women's as
Islamic-ruled areas resulted in new
cities in
did in other
rights, just it The new cultures. status
of women might best be symbolized by the veil and the harem, a dwelling set
aside for wives, concubines, and the children of these women.

Islamic Rule in Spain

While the Umayyads ruled only Middle East, they kept power
briefly in the
longer in Spain. In 711, after Muslim forces had defeated Byzantine armies
across North Africa, they successfully invaded Spain from the south. They
designated Cordoba as their capital for Spain.

18 WORLD HISTORY MODERN: EDITION

 Battle of Tours The Islamic military was turned back in 732 when it lost

the Battle of Tours against Frankish forces. This defeat, rare for Islamic armies
during the 700s, marked the limit of rapid Islamic expansion into Western
Europe. Most of the continent remained Christian, but Muslims ruled Spain
for the next seven centuries. (Connect: In a paragraph, compare the status of
women in Chinese society to the status of women in Islamic society in the
period 1200 to 1450.)

Prosperity Under Islam Like

O L R
the Abbasids in Baghdad, the Umayyad
Cordoba created a climate of
HO O U
with Muslims, Christians,
B
rulers in toleration,

S C
L andE thus R
Ainto the of
H
and Jews coexisting peacefully. They also promoted allowing Chinese
A
trade,
and Southeast Asian products
O NtraveledAaboard
enter into Spain

I
to
N ships called dhows.
rest
Europe. Many of the goods
developed NIndia
T
A or China,
trade
in this
L
K had long, thin
These ships, first
E R
T goods, though
in
P A R made hulls that

I I N
S Scholarly Transfers The Islamic
them excellent for carrying useful conducting warfare.
less for

B A
Cultural Sand Spain, known
state in
as al-Andalus, became a center of Cordoba had the
learning. largest library in
the world at the time. Among the
famous scholars from Spain was Ibn Rushd,

O L R
known in Europe as Averroes (12th century), He wrote influential works on

HO OU
C B
law, secular philosophy, and the natural sciences.

S R
AL NE HA
The Muslims, Christians, and Jews living in al-Andalus—all "people of
N
TIO K LA
the book" as Muslims regarded them—not only tolerated one another but also

N A
influenced one another. For example, Ibn Rushd's commentaries on Aristotle

R R
T E P A
IN
influenced the Jewish philosopher Maimonides (c. 1135—c. 1204). Maimonides

S I S
developed a synthesis of Aristotle's reasoning and biblical interpretation. He,

BA
in turn, influenced Christian philosophers, including St. Thomas Aquinas
(1225—1274). Islamic scholarship and scientific innovations, along with the
knowledge transferred from India and China, laid the groundwork for the

L
Renaissance and Scientific Revolution in Europe. For example, making paper,

O O U R
a technology developed in China and taught to Europeans by Muslims, was
spreading ideas in Europe.
vital to
SC H R B O
N AL NE HA
A TIO K LA
KEY TERMS BY THEME
E R N A R
I N T P
I S
GOVERNMENT: Empires CULTURE: CULTURE: Golden Age
S
Religion

BA
Mamluk Sultanate Mamluks House Wisdom of
Seljuk Turks Muhammad Baghdad
sultan Crusaders Nasir at-Din al-Tusi
Mongols Sufis 'A'ishah al-Ba'uniyyah
Abbasid Caliphate

DEVELOPMENTS IN DAR AL-ISLAM 19

MULTIPLE-CHOICE QUESTIONS

Questions 1 to 3 refer to the passage below.

"In the name of God the Merciful and the Compassionate: This is the safe-
conduct accorded by the servant of God Umar, the Commander of the Faithful,
to the people of [Jerusalem]. He accords them safe-conduct for their persons,
their property, their churches, their crosses, theirsound and their sick, and

O L
O BOUR
the rest of their worship.... No constraint shall be exercised against them in

H
SC HAR
religion nor shall any harm be done to any among them

L
A NE
The people of [Jerusalem] must pay thejizya [required tax on non-Muslims]

I O N
in the same way as the people of other cities. They must expel the Romans

A
A T K L
RN PAR
[Byzantine soldiers and officials] and the brigands from the city. Those who

TE
IN
leave shall have safe-conduct for their persons and property until they reach
safety.
S I S
BA
Those of the people of [Jerusalem] who wish to remove their persons and
effects and depart with the Romans [Byzantines] and abandon their churches
and their crosses shall have safe-conduct for their persons, their churches, and
their crosses, until they reach safety."
O L R
H O O U
C B
Muhammad ibn Jarir al-Tabari, History ofthe Prophets and
S R
AL NE HA
Terms
Kings. "Peace 636
with Jerusalem, C.E.," 10th century

I N
Oin passage
A
1.

Islamic rule in al-Andalus?NA

Which
T
of Islamic rule described
trait

K L thiswas also evident in

TE R P A R
I S I N
S
(A) the persecution of other religions by Islamic leaders
(B) the A
B of other religions by Muslims in conquered
toleration territory

(C) the conflict between Romans and Byzantines over territory

(D) the cooperation between Jewish and Muslim leaders in Jerusalem

O L R
H O O U
B
What viewpoint led Umar to
(A) He did not actively seek converts to his SC
2. this trait of Islamic rule?

L A R
N A E H
faith.

(B) He believed Christians and Jews were only aN

T I O L A
A
small a threat to his

N K
R with PAR than religious
T E
faith.

I S IN
(C) He was more concerned political issues.

B A S
(D) He considered Christians and Jews to be "People of the Book."

3. Which development resulted from a change in Umar's policy toward

Jerusalem by the Seljuks?
(A) The beginning of the Crusades by European Christians

(B) A shift in trade patterns

(C) An increase in the power of the Byzantine Empire
(D) A decrease in taxes paid by Jerusalem residents

20 WORLD HISTORY MODERN: EDITION

SHORT-ANSWER QUESTIONS

1. Use the passage below to answer all parts of the question

that follows.

"I paid a visit to the tomb of John the son of Zechariah [a figure in the Christian
BibleJ-—God's blessing on both of them!—in the village of Sebastea in the
province of Nablus [a region in the Middle East near the Jordan River]. After
saying my prayers, I came
O L opened R
out into the square that was bounded on one side
by Holy of found
H O
bare headsBO
U
C
the Precinct [a place worship]. I a half-closed gate, it

and a
entered were about
church. Inside
L S
old men,
A R [wooden
ten white

A ofaNE HThey took

their as

turned up ON
as combed They were
cotton. and wore on
facing east, their chests
ending
sticks]
A TI
in crossbars

K L A needed The of
like the rear saddle. their
oath on
touched myTE
and gave
this sign
RN PA R who
hospitality to those it. sight

I
hadInever
their piety
N
S seen such and devotion among Muslims.
same time
heart, but at the and saddened it displeased
me, for
S
BAtime brooded on
I zeal the

For some I one Mu'in ad-Din

this experience, until day, as
and I were passing ... he said to me: 'I want to dismount here and visit the

L
Men who practice severe self-discipline].'
O
Old
R
[people

O U
H no one RBOThen
we dismounted
C
'Certainly,' I replied, and and went into a long building set at

For moment thought

saw about a hundred prayer mats, and onA
an angle to the road. the
S
L a E HA expressing
was I there there.

I O N each

A Nwas a
Sufi, his face

A T L
Kwere among Muslims men
N
peaceful and body humble
his This devotion. reassuring sight,

R
serenity,
and gave thanks
I
R
E than P
Tdevotion
Almighty God
to
A that there the

never seen SIS

of even more
I N zealous Before had
those Christian priests. this I

B A monastery, and was

Sufis in their

A Muslim
of way they ignorant the
describing Christians in the 12th century, quoted in
lived."

Francesco Gabrieli, Arab Historians of the Crusades, 1969

(A) Describe
O L
ONE way that religious syncretism appeared in Dar
R
al-lslam in the period
H O O
1200—c. 1450.
U
B
c.

(B) Explain ONE way in which the behaviorSof C R

a difference within the practice of A
L HA 1200—c.
the Sufis demonstrates

I O N N E
T A
Islam in the period
L
c.

1450.

R N A R K
T E P A
IN in the period 1200—c. 1450.
(C) Explain ONE possible outcome of Christians and Muslims living in

S I S
A
close proximity c.

2.
B parts of the question that follows.
Answer all

(A) Describe ONE way the status of women under Islam differed from
the status of women in China during the period c. 1200—c. 1450.
(B) Explain ONE way in which the Umayyad rulers in Cordoba were
successful during the period c. 1200—c. 1450.
(C) Explain ONE way Islamic culture blended with other cultures in
al-Andalus during the period c. 1200—c. 1450.

DEVELOPMENTS IN DAR AL-ISLAM 21

 THINK AS A HISTORIAN: IDENTIFY HISTORICAL CONCEPTS,
DEVELOPMENTS, AND PROCESSES

Unit I is "The Global Tapestry" to suggest that world history

called
is a complex interweaving of different threads from different parts of
the world at different times. Ilowever, to fully appreciate the whole,
historians try to unravel the tapestry thread by thread to seejust how each

O L
O BOUR
fits in. As they do, they use such historical concepts as change, continuity,
perspective, cause and
H
SC HAR
and empathy. Applying
effect, significance,

L
A NE
these concepts, they come to understand historical developments—

I O N A
T
patterns ofchanges or growth over time. To see these patterns, they look

A K L
RN also R
at subjects in historical context—how did they start out, and what did

N TE
they become over time? Historians
P A
I
understand thetry to historical
processes
S I Sconquest, and building.
madethat developments possible, such as migration,
certain

BA
industrialization, state

Practice identifying historical concepts, developments, and

L
processes by completing the activities belmv.

O O U R
concept of cause and H O
Read the paragraph labeled Economic Competition on page
C B
1.

S R
AL NE HA
14.Explain the historical effect and how it

IO N
applies to the decline of Baghdad.

conceptTof
A L A
N ofK
and how
quest R
Explain the continuities

R
2. historical

N T
Muhammad's advice to
E "go
P A knowledge even unto
I
in

S I S
China" resulted (See page
in historical continuities. 16.)

3.
B A
Explain the process of knowledge transfers
historical began that
with the Jews, Muslims, and Christians living in al-Andalus
and laid the groundwork for the Scientific Revolution and
Renaissance in Europe. (See page 19.)
O L R
H O O U
S C A R B
A L E H
I N
OQUESTION A N
REFLECT ON THE TOPIC ESSENTIAL
A T K L
R N A R
I N TE explainPhow Islamic
S I S
In one to three paragraphs, arose and how
A
1. states

and
B
major religious
c.
systems shaped society in the periods between
1450.
1200 c.

22 WORLD HISTORY MODERN: EDITION