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Section 1Standards-Based Instruction

66 Chapter 3

Standards at a Glance

In the prior chapter, students learned about the Byzantine Empire. This sec-tion describes the physical surroundings in which Islam was born. Students will also read about the early life of Muham-mad and the events in his life that led to the rise of the Islamic faith.

Section Focus QuestionWhere and how did Islam first arise?Before you begin the lesson for the day, write the Section Focus Question on the board. (Possible answer: Islam, a religion pro-claimed by the prophet Muhammad, arose in the Arabian Peninsula.)

Prepare to Read

Build Background KnowledgeAsk students what they can recall reading about developments in other religions (TE p. 25). (Students may recall reading about developments in Christianity.) Then, ask stu-dents if they know how and where Islam began.

Set a Purpose■ Read each statement in the Reading

Readiness Guide aloud. Ask students to mark the statements true or false.

Teaching Resources, Unit 2, Reading Readiness Guide, p. 14

■ Have students discuss the statements in pairs or groups of four and then mark their worksheets again. Use the Num-bered Heads strategy (TE p. T38) to call on students to share their group’s per-spective. The students will return to these worksheets later.

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English Language Learners L1

Less Proficient Readers L1

Special Needs

Understanding Geography Terms Ask students to look up the word peninsula in a dictionary. Have students examine the map on p. 67 and explain how the charac-teristics of this region fit the definition of a peninsula. (It is almost entirely surrounded by water and is connected to land by an

isthmus.) Have students identify the bodies of water around the peninsula. (the Medi-terranean Sea, the Red Sea, the Arabian Sea, and the Persian Gulf) Ask students if they know of any other peninsulas. (Examples include the state of Florida, the Baja Peninsula, and Cape Cod.)

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66 Chapter 3 Islam

Section

1 The Origins of IslamH-SS 7.2.1 Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.

H-SS 7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

Chronological and Spatial Thinking 1 Students explain how major events are related to one another in time.

Reading Preview

Reading Skill

Identify Chronological Order Events in history take place in chronological, or time, order. It is important to place events in time and to understand how they connect. For example, when reading about a person’s life, you want to know how earlier events shaped the person’s later experiences and actions. Look for clues to the time frame, such as the person’s age.

Vocabulary Builder

High-Use Wordsenvironment (ehn V�̄ ruhn muhnt), p. 67create (kree AYT), p. 69

Key Terms and PeopleMuhammad (moo HAM uhd), p. 66oasis (oh AY sihs), p. 67nomadic (noh MAD ihk), p. 67sedentary (SEHD ehn ter ee), p. 67Khadija (ka DEE jah), p. 69

Background Knowledge In Chapter 2, you readabout Christianity in the Byzantine Empire. During that sameperiod, a new religion was emerging to the south. This wasIslam, a religion based on the teachings of the prophetMuhammad. Like Judaism and Christianity, Islam was basedon the worship of one god. In this section, you will read aboutthe geography and culture of Arabia, where Islam began.

The Arabian SettingArabia is a large peninsula more than 1,000 miles long. It is

located in southwest Asia, between Mesopotamia and Africa.You can see a map of the Arabian Peninsula on page 67.

A Difficult Land Arabia is nearly surrounded by water.The Persian Gulf lies to the east, the Arabian Sea to the south,and the Red Sea to the west. Arab sailors crossed those seas totrade with East Africa, India, and China.

Arabia was a desert land where the people developed a tribal culture.

Economic Background

Chapter 3 Section 1 67

Teach

The Arabian Setting

H-SS 7.2.1, 7.2.2

Instruction■ Vocabulary Builder

High-Use Words Before teaching this section, preteach the high-use words environment and create, using the strat-egy on TE p. T35.Key Terms Following the instructions on p. 65, have students continue to pre-view key terms.

■ Read The Arabian Setting with students, using the Structured Silent Reading strategy (TE p. T36).

■ Ask students to look at the map on p. 67 and describe the area it covers. Have students identify the features described in the text, such as the mountains, the fertile land, and the surrounding waters.

■ Ask: How do you think information and ideas spread in this rugged region of deserts and mountains? (Information probably was carried by nomads, and ideas probably were developed and discussed in the towns.)

■ Have students briefly describe the city of Mecca and the factors that shaped it. (It was a city of many cultures because it was a center of trade.)

Answers

Reading Skill in ancient times

(a) It is located east of northern Africa and south of eastern Europe. It is surrounded by the Mediterra-nean Sea, the Persian Gulf, and the Red and Arabian seas. (b) It would be a travel route between Europe and northern Africa and Asia. Ideas such as Islam would be spread by traders and travelers.

From Oases to Oil For thousands of years, oases drove the economy of the Arabian Peninsula. At first, oases made agriculture and the building of villages in the interior of the peninsula possible. As oases later developed into stops for camel caravans, trade became part of the area’s economy. All of that changed in 1938, when oil was

discovered in Saudi Arabia. Oil produc-tion transformed the economy of the Ara-bian Peninsula. Today, for example, Saudi Arabia is the world’s largest exporter of oil, and its petroleum industry accounts for more than 70 percent of the country’s budget revenues.

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Mercator Projection

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ArabianSea

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Section 1 The Origins of Islam 67

For most of its history, Arabians were able to avoid foreignconquest. One reason for this was Arabia’s harsh environment.Most of the land is desert. To the north, the Nafud Desert sepa-rates Arabia from the rest of southwest Asia. An even largerdesert, the Rub al-Khali, or “Empty Quarter,” covers much ofthe Arabian interior to the south.

A range of high, rugged mountains runs along the westernand southern edges of the Arabian Peninsula. Here, there ismore rainfall and conditions are better for settlement. In gen-eral, however, Arabia has little water and no permanent rivers.In ancient times, most Arabs relied on oases for their survival.An oasis is a fertile place in the desert where a spring or wellprovides a water supply.

A Tribal Culture Two distinct ways of life existed inancient Arabia. One was a nomadic life, in which people movefrom place to place, with no fixed home. The other was asedentary, or settled, life in oasis towns or trade centers. Bothnomadic and sedentary Arabs were organized into tribes. Theirmain loyalty was to tribe and family, rather than to rulers.

Vocabulary Builderenvironment (ehn Vì ruhn muhnt) n. air, water, and land in which people and animals live

H-SS: C&ST 1 Identify Chronological OrderIn what time period

did most Arabs rely on oases for their survival?

The Arabian Peninsula

Islam developed in the desert lands of the Arabian Peninsula.

(a) Locate Describe the location of the Arabian Peninsula.

(b) Apply Information How would its location help make Arabia a center of trade? How would its loca-tion encourage the spread of Islam?

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68 Chapter 3

Independent PracticeHave students begin to fill in the Interac-tive Reading and Notetaking Study Guide.

Interactive Reading and Notetak-ing Study Guide, Chapter 3, Section 1 (Adapted version also available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the connection between the rugged physical geography of the Arabian Penin-sula and the cultures that developed there. Provide assistance as needed.

Seeing the Main IdeaDesert Oasis This photograph can be used to show the significance of the oasis in life on the Arabian Peninsula. Students can see the forbidding environment that existed on much of the peninsula—and why oases served as a meeting point for people. Ask students to consider what life must have been like at an oases. (busy, with many travelers coming and going)

AnswersExplain Problems (a) lack of water, extremes of climate, lack of access to food or medical supplies. (b) Oases provided water, food, a place to trade, and shelter from the weather.

Some Arabs lived nomadic lives, traveling by camel through the desert. Others lived sedentary lives as farmers and traders near oases.

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Advanced Readers L3

Gifted and Talented

Exploring Bedouin Life Many people of Bedouin heritage now live a sedentary life. Still, it is estimated that about 10 percent of the people in the Middle East today are nomadic Bedouins. Have students research today’s nomadic Bedouins in an encyclopedia or on the Internet. Encourage

students to share with the class what they have learned in a brief report that discuss-es how today’s Bedouins are organized, how they make a living, what is most notable about their culture, and how gov-ernments in the region try to regulate their lives.

68 Chapter 3 Islam

Camels can drink almost 40 gallons of water and then go up to 10 days without taking another drink.

Loose, light- colored clothing gives protection from sunshine, wind, and sand.

Tents are made of goat and camel hair. They are water- proof during the rainy season and warm during cold desert nights.

Oases can vary in size fromsmall springs surrounded by date palms to large ponds that supportentire communities.

Arabian nomads were known as Bedouins. They lived inrural areas, where they herded sheep and goats. They crossedthe desert on camels, stopping at oases to get water, food, andsupplies. Bedouins were fiercely independent and skilled atwarfare. Sometimes, they raided other tribes to obtain animalsand goods.

Sedentary Arabs lived mainly as farmers and traders.Farmers tended fields around the oases. Traders lived in townsalong the main trade routes. Camel caravans passed through,carrying goods from many parts of the world. Trade broughtwealth and attracted new settlers, including Jews and Chris-tians. The largest town, Mecca, became a bustling commercialcenter. It was there, around 570, that Muhammad was born.

What two ways of life existed in Arabia?

Life in the DesertEndless desert sands cover much of the Arabian Peninsula. Soaring temperatures and lack of rainfall make settlement difficult. Critical Thinking: Explain Problems What problems would people living in the desert face? How did they resolve those problems?

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History Background

Chapter 3 Section 1 69

The Story of Muhammad

H-SS 7.2.2

Instruction■ Have students read The Story of

Muhammad. Remind students to look for the sequence of events and to think about causes and effects.

■ Ask: What was the society of Mecca like in Muhammad’s day? (It was a city of many cultures.)

■ Ask: What was Muhammad’s reaction to life in Mecca? (He was critical of it.)

■ Ask: What was the effect of Muham-mad’s dissatisfaction with life in Mec-ca? (He spent time alone in a cave outside the city, where he had a revelation.)

■ Distribute the worksheet Mecca. When students have completed the worksheet, discuss the importance of Mecca in the Islamic religion.

Teaching Resources, Unit 2, Mecca, p. 17

Independent PracticeHave students continue to fill in the Inter-active Reading and Notetaking Study Guide. (Adapted version available.)

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure individuals are recording the key events of Muham-mad’s life. Provide assistance as needed.

Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Teaching Resources, Unit 2, Reading Readiness Guide, p. 14

AnswerAnalyze Cause and Effect Muhammad’s vision convinced him that he had a divine mission: to spread God’s message among his people.

Muhammad’s Wife Before she married Muhammad, Khadija was a successful businesswoman. It was said of Khadija that when the caravans gathered for a long trading journey, her caravans equaled the caravans of all the other traders put together. Khadija did not travel with her caravans; instead she relied on trusted agents to trade on her behalf. In 595, Khad-

ija hired her distant cousin Muhammad to act as her agent. The profits from the trip were twice as much as Khadija had hoped for. That fact, combined with a glowing report of Muhammad’s conduct on the journey, made such a favorable impression on Khadija that she decided to ask Muhammad to marry her.

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Section 1 The Origins of Islam 69

The Story of MuhammadAt the time of Muhammad’s birth, Mecca was not only a

trading city, it was also a religious center. Mecca held animportant shrine called the Kaaba, where people worshipedthe local gods. Every year, a religious fair drew thousands ofpeople to Mecca. Muhammad grew up in this environment.

Muhammad’s Early Life Muhammad was orphanedat an early age and raised by his uncle. At 25, he married awealthy, widowed merchant named Khadija. Muhammadprospered in business and became a respected member of thecommunity. But he was critical of Meccan society. All aroundhim, he saw greed, corruption, and violence. Arab traditions ofhonor and duty were being ignored.

Seeking peace of mind, Muhammad retreated to a cave topray and reflect. One night in 610, according to Islamic beliefs,Muhammad had a vision and began to receive revelations. Theangel Gabriel appeared before him and told him to spreadGod’s word:

“Proclaim in the name of your Lord who created!Created man from a clot of blood.Proclaim: Your Lord is the Most Generous,Who teaches by the pen;Teaches man what he knew not.” —Qur’an 96:1–3

In the 600s, the prophet Muhammad proclaimed a new religion, called Islam.

Vocabulary Buildercreate (kree AYT) v. to make something exist

Muhammad’s VisionWhile he was praying one night, Muhammad had a vision of an angel. CriticalThinking: Analyze Cause and Effect How did Muhammad’s vision result in the founding of Islam?

At first, Muhammad doubted his vision. He feared that hemight be going mad. But his wife told him to have faith. “Youwill be the Prophet of this people,” she said. According toMuslim teaching, when the visions continued, Muhammadbecame convinced that the revelations to him were genuine.

The Rise of Islam Muhammad began to preach in thestreets of Mecca. He told Arabs to worship the one true God,called Allah in Arabic, and to give up their sinful ways. Hesaid that Allah was the same God who had spoken to Abra-ham, Jesus, and the other prophets of Judaism and Christian-ity. Although he respected those religions, he claimed to be thefinal prophet with the most complete version of God’s truth.The Qur’an names this religion Islam.

Gradually, Muhammad began to win believers. They werecalled Muslims, or followers of Islam. Many Arabs were hos-tile to Muhammad’s message, however. They began to perse-cute Muhammad and his followers.

70 Chapter 3

Assess and Reteach

Assess ProgressHave students complete Check Your Progress. Administer the Section Quiz.

Teaching Resources, Unit 2, Section Quiz, p. 23

To further assess student understanding, use the Progress Monitoring Transparency.

Progress Monitoring Transparencies, Chap-ter 3, Section 1

ReteachHave students read this section in the Notetaking Study Guide and complete the accompanying question. (Adapted version available.)

ExtendAsk groups of students to create a mural entitled “The Faces of Arabia.” Students might depict Bedouins, traders, and oasis-dwellers, and should include images relat-ing to the founding of Islam.

Writing Rubrics Share rubrics with students before they write their sentence.

Score 1 Sentence is incomplete.Score 2 Sentence is inaccurate or vague.Score 3 Sentence shows a basic understanding of the section.Score 4 Sentence is logical and makes a specific factual connection.

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70 Chapter 3 Islam

Section 1 Check Your Progress

The Hijra In 622, Muhammad and his followers fledMecca for the town of Yathrib, about 275 miles to the north.Yathrib was later renamed Medina, or “city of the prophet.”Muslims remember the flight to Medina as the hijra.

In Medina, Muhammad continued his religious teaching.But he also became Medina’s political and military leader. Hebegan to lead raiding parties on Mecca and its caravan trade.After several key victories, Mecca’s resistance crumbled.

In 630, Muhammad returned to Mecca as a conqueror. Hebanned worship of the old gods and proclaimed Islam to be thereligion of Arabia. More Arabs began to convert to Islam. Soon,most of the Arabian Peninsula was united under Muslim rule.

Muhammad died two years later. But his death did not haltthe spread of his faith. Under the banner of Islam, Arabslaunched a campaign of conquest across the Middle East.

What did Muhammad do when he returned to Mecca?

Looking Back and Ahead In this section, you haveread about Arabia and the origins of the Islamic faith. In thenext section, you will read about the core beliefs of Islam.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mxa-2031H-SS: 7.2.1, 7.2.2; C&ST 1

Comprehension and Critical Thinking1. (a) Recall What is the land

of Arabia like?(b) Apply InformationHow did people survive in such a land?

2. (a) Recall How did Muham-mad compare himself to other prophets?(b) Understand SequenceList the sequence of events that helped establish Islam as the religion of Arabia.

Reading Skill3. Identify Chronological

Order Reread the section Muhammad’s Early Life. What work did Muhammad do before he began to preach Islam?

Vocabulary BuilderComplete each of the sen-tences that follow by adding a second part that further explains the meaning of the first part. Make certain that the second part clearly shows your understanding of the highlighted word.

4. In the deserts of the Arabian Peninsula, people relied on oases: _____.

5. The Bedouins of Arabia lived a nomadic life: _____.

6. Arab farmers and traders were generally sedentary: _____.

Writing7. You have read about the

growth of towns such as Mecca. In a well-constructed sentence, describe one cause of the development of towns in Arabia.

A Sacred NameIslamic artists used the art of calligraphy, or beautiful writing, to express religious themes. Here, the artist glorifies the sacred name Muhammad. Critical Thinking: Compare How does this compare with the Byzantine sacred art that you learned about in Chapter 2?

Section 1 Check Your Progress

1. (a) It is largely desert, with mountains and fertile areas near the coasts.(b) They withstood severe weather and lived with little water and resources.

2. (a) Muhammad said he was the final prophet with the most complete version of God’s truth.(b) Muhammad saw the angel Gabriel, who told him to teach God’s word. He gained his first followers, called Mus-lims, in Mecca. They fled persecution to Yathrib (later called Medina), where Muhammad became an important lead-er. He conquered Mecca and declared Islam the religion of Arabia.

3. Muhammad was a merchant.

4. Possible answer: The availability of water there made survival possible.

5. Possible answer: They traveled around instead of settling in one place.

6. Possible answer: They settled into a life of tending fields or living in towns.

7. Students should point out at least one factor in the development of towns.

Answers

Muhammad made Islam the official religion of Arabia.

Compare Byzantine sacred art featured people, whereas this example uses sym-bols and beauty.

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