me OVERVIEW: FROM THE ANCIENT TO THE MODERN WORLD unit?) Snapshot uNiT2. Europe and Asia Minor between ancient and modern times uNiT3 New Worlds, DEPTH STUDY 1: THE WESTERN AND ISLAMIC WORLDS MEDIEVAL EUROPE UNIT? Snapshot UNIT2 Medieval society UNITS West meets East UNIT4 Connections to ... The development of Parliamentary democracy INQUIRY TASKS, ISLAMIC CIVILISATION UNIT? Snapshot UniT 2 Who were the Umayyads? UNITS. Rise of the Umayyads Unir4 Islam and the subcontinent UNITS Who were the Abbasids? UNIT6 The Muslim inventors and scholars UNIT7 Muslim dynasties INQUIRY TASKS RENAISSANCE ITALY uniT1 Snapshot UNIT 2 Italy in the fifteenth and sixteenth centuries UNIT The arts flourish UNIT 4 Achievements in science UNIT The Renaissance spreads in Europe UNIT6 Connections to ... Movements shaping the modern world 74 INQUIRY TASKS. 76 pearson historyTHE OTTOMAN EMPIRE uNIT1. Snapshot UNIT2. Rise of an empire UNITS Life in the Ottoman Empire uNiT4 A tolerant society? units Cultural achievements UNIT6 Significant people UNIT7 Rivals of the Ottomans the Safavids UNIT8 Connections to... The Age of Discovery INQUIRY TASKS, DEPTH STUDY 2: THE SOUTH ASIA MUSLIMS IN THE SUBCONTINENT uniT1 Snapshot uNiT2 The Ghaznavic UNITS Delhi Sultanate UNIT4 Sufism in the subcontinent INQUIRY TASKS MUGHAL EMPIRE uniT1 Snapshot uNIT2 The Mughal dynasty begins UNITS The empire at its peak UNIT4 Life and culture INQUIRY TASKS THE MAKING OF A MODERN WORLD UNIT1 Introducing the birth of a modern world UNIT2 The industrial age UNITS Emergence of economic, social and political ideas and Ghurid Empires INDEX 86 88 90 92 94 96 98 100 102 104 106 109 110 112 114 116 119 126 130 132 134 137 142 145PEARSON h has been created for the Pakistan Curriculum History course. It provides a fully integrated approach L di d Historical and ents will 9 of the rged and ‘opens with student-focused inquiry- tions on the chapter topic together with nage that can be used as a springboard ic discussion and to develop students’ using source material. UNIT CONTENT Unit content includes written and visual primary and secondary source ‘material, illustrations, maps, timelines and tables to reinforce student learning. * What were the causes and effects g Contact between societies in this per ion * Which significant groups and ideas the period have influenced the worid ty ap The student book consists of 8 chapters each built around key inquiry questions tay can be examined as they are or amended suit the needs of students. Students can ag use these questions as a springboard for developing their own inquiry questions, The chapters are scaffolded in the following way, providing a comprehensive approach teaching and learning about the medieval werlg, LEARNING ACTIVITIES ‘The learning activities have been written using Bloom's Taxonomy, Answers require a range of responses that incorporate the requirements of the Pakistan Curriculum History course, namely: Historical knowledge and understanding and Historical skills, General capabilities, Cross-curriculum priorities, and Links to other learning areas, The earning activities can be answered using the student book as a stimulus and also through further independent research,Each chapter begins with a ‘Snapshot’ unit, which includes 2 full-page map, a timeline of significant events and a brief contextual presentation of the topic. CONNECTIONS TO... UNIT Within each chapter (except ‘Overview From the Ancient to the Modern World’) is a ‘Connections to ... unit that draws connections between the society being studied and the societies investigated in other chapters. The unit describes the legacies of the society as well as addressing connections between the past and the present. The “Connections to .” unit also includes a ‘Time to think ..’ section with thought-provoking discussion questions that are an excellent lead-in to the inquiry tasks. At the end of each chapter auger is a set of inquiry tasks, also based on Bloom's Taxonomy. Inquiry tasks incorporate content from the whole chapter and peal to a variety of learning styles. They can be set for further exploration and assignment work, for individuals, pairs or small groups. The tasks provide opportunities for further research and skills development as well as interdisciplinary and general capabilities learning. CHAPTER CLOSER Each chapter concludes with a dynamic image that can be used asa springboard for post- topic discussion and in developing skills related to using sources. OTHER FEATURES * Throughout each chapter, many sources are accompanied by questions designed to promote students” understanding. * ‘Did you know’ boxes contain fun and interesting snippets of historical fact. They can be used to generate further discussion in the classroom,By the end of this chapter, students will be able to: 7 Describe the collapse of Roman Empire (Western) in 476 ap and its major impacts Describe the impacts of Catholic Church on Western Europe Describe Reformation and explain how it brought revolutionary changes in the religious and political landscape of Europe Discuss the discovery of new world (America) by Columbus and its impacts.Greek Island of Rhodes was occupied by the Knights: 33 ho, The knights escaped from Jerusalem afterthe {h Rhodes, they established a staging post for Crusade vay to fight in the Holy Land.»misphere map of the world drawn BJ about 17160, by German map maker Johann’ CE Baptist By this date, The Geography and Map Divi Congress, Washington, D.C., Pearson historyTosrelenn itlcanns B Sep 12025 LW, Welret ce a 1206-1368 --} Mongot Empire 1299-1683 Ottoman -- Empire meline of key BP) events between ancient and modern times To modern times ; EUROP, ' THE WORLD BETWEEN ANCIENT AND MODERN TIMES 790-1066. Vikings. 500-1500 Middle Ages Far-eastern and south-eastern Asia also experienced transformations. The Khmer Empire grew and flourished in Laos, Cambodia and Thailand. In Japan there was ongoing rivalry for power, and control of the country gradually shifted from the emperor-to noble families. Central en Asia experienced the rapid rise of the Mongols, Black Death Who developed a vast empire that extended into 7/4 \>5» Europe and connected these two continents. sath to 17th DUNE this period, not only were the nature ceetsig. and organisation of society transformed but the Renaissance ability of countries to look beyond their own borders was broadened, European and Asian 1492-1872 countries explored far beyond the boundaries Spanish of their known worlds, This period saw new conavest connections develop between continents. The ofthe ‘Americas societies of Europe and Asia developed trade links along the Silk Road, The European discovery of the Americas and Australia was made by daring explorers who sailed into uncharted seas. There ‘were movements of people and ideas between continents, This interaction of people, cultures and ideas triggered the revolution in technology and science that transformed our world, a | OVERVIEW UNIT 1 SNAPSHOT‘hleak’place Europesbecamie: Modem historians do not view this period as negatively, and prefer to call it the Early Middle Ages. In the time between the ancient and modern worlds, from 500 ap to 1750p, there were a number of distinct historical periods. The Middle Ages, ‘or medieval times, followed the fall of Rome in 476 and lasted until the 1400s. In the fourteenth century, the Renaissance period began in Italy and spread throughout Europe, By the early 1600s, dissatisfaction with the Catholic Church resulted in the formation of breakaway Christian groups, in a movement called the Reformation, ey & A Viking scene carved in stone in Hammarsénge, eighth century. Held in the Bunge Museum in Gotland, Sweden ‘1 What appears to be happening in this scene? 2 What weapons are being used? Pearson history The Roman Empire provided a stable soq and political system for a vast part of. Europe for almost 900 years, until 47 peak, it covered an area of 6.5 millio kilometres. From 376.0 onwards, the Romas experienced a rapid decline. In this lst comet "B® Rome was invaded by tribes from the east and ne, THE VIKINGS ‘The end of the 700s saw the emergence of Vigy raiders from Norway, Sweden and Denmark ita Europe and beyond. Southern Europeans viewes the Vikings as barbarians because they were Pagans, not Christians. Early Vikings were pirates who attacked trading ships near their territory in the Baltic Sea. Later, Vikings moved further af into Europe, launchi \g Surprise hit-and-run rq Eventually they colonised Jands, such as and, at one stage, England. Vikings were exceptional seamen. They were shipbuilders, excellent craftsmen and navigators. Their unique, flat-bottomed longboats enabled river navigation, so inland river towns such as Paris could be successfully attacked. The Vikings not only warriors but also explorers. They the first Europeans to discover Greenland, they colonised. They were also the first E {0 set foot in the’ Americas, reaching present Newfoundland in Canada in the year 1001. ‘The Vikings left their mark on Europe. For Centuries they raided, explored and colon continent. In England, Vikings ruled for ‘years under Canute, the first Viking to and his descendants. In 1066, the in England when William of Normandy ‘nvaded England, Ironically, William of N Culty Southey GAD. At its Square was a descendant of Vikings who had northern France years earlier,THE FEUDAL SYSTEM In the Early Middle Ages there were no central rulers. Europe disintegrated into loosely organised local areas called fiefdoms, ruled by lords and petty kings, These fiefdoms were frequently invaded and war was a constant threat as rulers fought over boundaries. In order to avoid these wars, many people left the great Roman towns and moved to the countryside. Town populations decreased while a system of feudalism emerged in rural areas to become the dominant social, economic and political structure for hundreds o Middle Ages had begun. Wood engraving of a medieval doctor curing a man suffering from either epilepsy or poisoning. The cure involved the use of toadstones—the fossilised teeth of toads What does this engraving suggest about medical knowledge in medieval times? Peasants working on the lord's land, a scene from the Luttrell Psalter (1300-40 ao}, reproduced in Art History and Literature Mustrations, by Jessie Noakes, ¢. 1900-20 LIVING CONDITIONS Life was short and difficult in medieval times. Hygiene was poor and, as a result, disease spread easily. In these squalid conditions, diseases such as the Black Death spread uncontrollably through China, the rest of Asia, Europe and North Africa. The Black Death caused the deaths of between 30 and 50 per cent of Europe’s population. The impact of these deaths on European society was enormous. At the time, people believed that a vengeful God, displeased with people's behaviour, hiad caused the devastation, THE CHURCH The population of medieval Europe was predominantly Catholic. The Church exerted enormous influence over the lives of people. Priests were seen as the messengers through whom God's word reached the people. The pope, as head of the Church, had more power than the king. Enormous wealth and power was in the hands of the Church, Religious buildings were seen as the houses of God, so they were grand structures. ‘The construction of Salisbury Cathedral, E24 england began in 1220 1 Cathedrats and cantos were the greatest (A) buitings ofthe tidce Ages. Why do you think this was so? 2 Why do you think cathedrals were built so tall in medieval times? =I OVERVIEW UNIT 2 EURCEnglish Parliament Meets before Edward, tory of \ymous, ¢. 1327, from A Short History People, by J. R. Green, published 93. On the king's right are the spiritual or Chureh, to n tho king's loft are 8, lords, temporal, oF secular, or non-religiou! the centre sit judges and law officers Where is the king sitting and how can you identity him? 2 Classity the following people as either spiritual or temporal people who might have had a seat in parliament: the Bishop of Durham, Sir Geoffrey of Scrope, Cardinal Thomas Wolsey, the Earl of Leicester and the Archbishop of Canterbury. Which house of parliament—upper or lower—does the painting show? How do you know this? ENGLAND When the Roman Empire declined in 476.0, and the Middle Ages began, England became a jigsaw of small kingdoms led by powerful chieftains or kings. After the invasion of England by the Normans, led by William the Conqueror from Normandy, France in 106640, stability of government Sradually returned to England. POWER OF THE ENGLISH MONARCHS. Apart from the pope, the king was the most powerful PARLIAMENTARY SYSTEM Peron in England, Kings were autocrats; they ruled King Edward | allowed the first parliamentary tne earsorute and unrescted power By ordering siting in 1273, Regularsittings began nthe the census and writing the Domesday Book in Great Hall at Westminster, hence the term the 1085 ap, King William the Conqueror was able to “Westminster system of parliament’ Two houses of comment all his possessions and maintain tighter Patient meses the upper House of Lor and the lower House of Commons. The power of th king was greatly reduced with the development Parliamentary system, control of his subjects and his income from taxes, It was another 200 years before the authority of monarchs was questioned. The unfair treatment of Subjects by monarchs in the early thirteenth century The Power of monarchs was further eroded! Jed to a protest in the form of the Magna Carta, 138140, when peasants rebelled against the being issued to King John in 1215, The Magna Carta of the kin, outlined the rights the people thought they should ing: Although unsuccessful, this de : be entitled to by law. Barons, bishops and merchants Se ot at be all united to protect thelr rights. The Magna Carta fuze English Civil War was presented the novel dea that even the king should that eae believed i Sean have fo obey the ev. Demands ht the ng confi, eg pa cin the absolute power the Ean lowed gatas tinued until 1295, when mit om ee oe to Supported parliament th king allowed regular meetings dicuss and yt OR the peacts OF the king, The latter make the laws for the country, and contac of the monarch was pearson historyTHE SILK ROAD ‘The Silk Road was the major trade route connecting [Asia and Europe. Under Mongol rule, trade along the Silk Road flourished. The Silk Road was not fone road but a number of land and sea routes that connected the two continents. Highly valued products such as spices, silk and carpets moved west finto Europe. From Europe, wools, linen and horses lwere transported into Asia. Along with goods, ideas lalso moved between the two continents, ec DEAT BEE A camel caravan transporting goods along The movement of goods and people along the FAG] the Silk Road between China and Europe. The [Silk Road was very desirable. There was, however, Islamic Empire, located midway along the road, ae 2 ‘greatly benefited from this trade. This is @ hand- Some movement of an undesirable nature—the Panam aeprnnalnilas ae OE ae spread of the Black Death, or bubonic plague. medieval illustration 1 snce from the painting, desc istorians believe that the plague originated in st goods were transported ithe grasslands of Central Asia. From there, rats spread the disease to nearby towns. By the late 9330s, the plague began to move out of Asia fand travelled along the Silk Road to China. Jlague-carrying rats also stowed away on ships welling to Europe with trade goods. The Italian ports of Genoa and Venice, at the end ofthe. THE RENAISSANCE ISilk Road, were infected and the disease spread In the fourteenth century ap, medieval society hrough Medieval Europe. It is estimated that it began to change significantly. The experiences filled 45 million people in Europe, which was a _ of the Crusaders and the traders along the Silk jird of Europe's population, Road stimulated curiosity among Europeans and a desire for further connections outside Europe. A spirit of adventure and thirst for knowledge grew. Europeans were inspired by and looked back to the learned civilisations of the past: Ancient Greece and the Roman Empire, As the humanist view that the individual was important in the world gained strength, the authority of the Church was threatened, The Renaissance was a time of enormous creativity and a blossoming of new ideas in science, art and religion. 2. What dangers do you think faced travellers B along the Silk Road? 2 NOR BETWEEN A Aldus Manutius, showing his printing press in 1802. Aldus was a humanist teacher in Venice He established @ printing house and encouraged. the public to read the classics 1 What impact did the printing press have during the Renaissance? 2 What is humanism? 3 Why do you think Aldus encouraged the Public to read the classics? 2 = z 5 = a = & éASIA MINOR Inthe far western region of py religion emerged and rev very 14 Ishi, Within 150 years, the ian a ha sre fom Ai ota Spain. The Arab world wag inventive scientificall nced, Alon, it was the most learned cutty 4 ney ng" smth co TOF meget times. fact, these two Asan had a ken interest in knowlege ovation from the sixth 10 the yen inn te Stan inten centuries. In Europe, by contra int Ting dey in science, technology and fea much later in the Renaissance peng p the fourteenth to the sixteenth Centuries is at Topkapi Sarayi Museum Libres Istanbul, Turkey 1 {Gentity Suleyman inthe painting and explain what evidence yoru to reach this conclusion, Who do you think the other peg in the image might be? Describe the dress of the What does thisISLAM The first Islamic empires emerged in western Asia, in present-day Saudi Arabia, The area had been populated for many years but it was not until the tise of The Last Holy Rasool Hazrat Muhammad 2 inG10 ao that Arabic people united to become a strong political and cultural nation. The Last Holy Rasool Hazrat Muhammad had a life-changing religious experience and began to preach Islam, a religion based on monotheism (belief in one god, Allah). As ruler, The Last Holy Rasool Hazrat Muhammad established a caliphate over which he governed. Successive caliphs, or rulers, expanded the rule of Islam. Within a hundred years, Islam had spread across northern Africa, Spain and west as far as Afghanistan. The expansion of the empire was slowed down twice: first, when the Christian Crusaders arrived in Jeraselem in 1099 and second, when the Mongols captured and destroyed Baghdad in 1258. THE OTTOMAN EMPIRE In 1299. a small Turkish tribe under the rule of Osman | began to gain power. These Ottomans developed into so strong a force that they spread into Asia, Africa and large areas of southern Europe. The empire of the Ottomans was to last for almost 400 years. The expansion of the Ottoman Empire was a threat to the European Christian world The Ottomans were Muslims, so were of the same religion as the enemy the Crusaders had fought in the Holy Land. European religion and trade were threatened, The Ottomans capture of the important city of Constantinople in 1453 40 meant that Europe lost control of the sea trade routes into Asia, In Constantinople, which was also the capital of the Byzantine Christian Church, the Ottomans built many mosques. The Ottomans had an advanced army and were excellent horsemen and experts at siege warfare. At its largest ‘extent, the Ottoman Empire covered northern Africa, Egypt, Palestine, Mesopotamia, Greece, Albania, Romania and Bulgaria. Ottoman military strength began to decline in the late 1600s 40, while Europe ‘gained power. The French military leader Napoleon won back many lands that were part of the Ottoman Empire. European discoveries of the New World (Americas) created new trade opportunities, so there was less reliance on Ottoman control of trade. After hundreds of years of dominance, the Ottoman central government began to lose its control over the empire and sections began to operate independently. While the Ottoman Empire's Golden ‘Age had passed by the 1600s, it still retained parts of North Africa and Greece into the 1800s. The end ‘of World War I, in 1918, reduced the empire to the territory that is present-day Turkey. evaluating CTCL)nt of people beyond th jons of Europe had an nd the shores of the 's and conquests. continent, the there kne' p never, the €a! rn world of Europe remained ware of each other's existence, en world ‘sh in battle against the people of Haiti The engraving was made by 98) 1 Why do you think there was a battle between the Spanish and the Haitians? 2. Explain which side was most likely to win the battle. A NEW AGE OF TRaygy The first sustained contact between East any West occurred in the thirteenth and foutead centuries ao by merchants using the Sik ag connecting Italy and China. When use of a Road declined, sea travel increased, The Aga Exploration followed, beginning in the feed century and ending in the early seventeenth cen Reasons for this surge of naval exploration wen desire to trade and curiosity about other lands, the Explorers sought spices, gold, silver, silks and of natural resources not available in Europe. Theysa, the spread of Islam in Asia as a threat, so van take their own religion, Christianity, to new ol There was a genuine desire to gain knowledge about the unknown. Equally important was the desire for wealth.EUROPEAN EXPLORERS The Europeans led the Age of Exploration, Portuguese and Spanish explorers undertook the ‘earliest voyages. For the first time, Europeans saw the west and east coasts of Africa and sailed to India, The Americas and Caribbean islands were discovered. Spain and Portugal became rivals as they took contro! of as much new land as they could, The rights of indigenous people were not ‘even considered. The English, Dutch and French also sent out maritime expeditions. As a result of the discoveries over these two centuries, world maps were constantly being redrawn and improved. Famous European seamen of the period included Christopher Columbus, Ferdinand Magellan, Sir Walter Raleigh, Sir Francis Drake, Dirk Hartog and Jacques Cartier. In their travels, many European explorers sailed across the Pacific Ocean, discovering many new islands. Among these were the islands settled by the Polynesians tens of thousands of years earlier. The Portuguese explorer Ferdinand Magellan was first to reach Polynesia, arriving in Tuamotu in 1521p. The next explorer to reach Polynesia was the Spaniard Aivaro de Medana, in 1595. New Zealand was not discovered until 1642 by Abel Tasman. THE AMERICAS Evidence of settlement of the Americas dates back tens of thousands of years. Civilisations developed there, some of which were advanced and rivalled those of Europe. In Central America, the complex empires of the Maya, Inca and Aztec flourished for hundreds of years. These civilisations were destroyed within decades of the arrival of Europeans. THE AZTECS Central Mexico was the homeland of the Aztecs. Their civilisation was the result of an alliance of many ethnic groups. They flourished in the fourteenth, fifteenth and sixteenth centuries, The civilisation was destroyed when Spaniard Hernan Cortés invaded in 1521. Spanish invasion tactics were vicious, but even more destructive to indigenous populations were the imported deadly European diseases, THE INCAS. In 1832, the Inca civilisation of Peru in South ‘America also fell to the Spanish. Disease played @ part in their destruction, with well over 50 per cent ‘of the Incas dying of smallpox. Their empire had reached a population of 20 million at the time of invasion THE SPANISH ‘The Spanish developed an empire in South America, They colonised the land and used indigenous people as workers. In the colonies, the Spaniards gained new lands, wealth and items to trade, and sought to spread Catholicism. They had a strong belief in the superiority of their own culture. They viewed the native people as barbarians and forced them to adopt Spanish customs. Their treatment of the indigenous people was often brutal IMPACT OF THE SPANISH Major lifestyle, cultural and dietary changes ‘occurred in the New and Old Worlds. Indigenous peoples were exploited and mistreated, and contracted new diseases to which they had no immunity. Their cultures were destroyed. Spaniards ‘and Europe in general gained wealth, minerals and an array of new foods. Spain's legacy in South ‘America remains strong today, with many people speaking Spanish and following the Catholic religion. OLD WORLD VERSUS NEW WORLD The New World had some old, well-established civilisations. The Aztec Empire in Mexico had thrived from 1100 until Spanish colonisation in 1821. Indonesia (Spice Islands) was colonised by the Dutch in 1665, The Dutch had earlier colonised South Africa, Large tracts of South America were taken over by the Portuguese in the 1620s. Britain took possession of much of the east coast of North ‘America and Australia, The trade generated revived business in Europe. Precious metals such as gold and silver were taken to Europe from the colonies and Europe experienced 1 general increase in wealth, UNIT3 NEW WORLDS\nall colonisations, the indigenous people were disregarded by the conquering nations, The European belief in their superiority meant they thought they had the rights to take over these lands ‘and that it would be beneficial and enlightening for the ‘backward’ natives An immediate result of the encounter between ‘the West and the New World was conflict. Where the indigenous people resisted the conquerors, battles occurred, In the longer term, as conquerors. established trade and commerce, slavery began. Over time, the native cultures were destroyed. Engraving of a plantation in Bolivia, South America, by Martin Engelbrecht (1684-1756) Name two things in this engraving that ‘would not have existed in this area before European colonisation, Which European country do you think colonised this area? Give evidence from the engraving, What did the colonising country gain from settling this area? ant ean. aia a eee evaluating titAY QUAY QUESTIONS How did medieval | Whatis the How did society _ | What were some of tht Europe interact | legacy of develop in the significant events and Key — | EWOPE medieval ; European medieval period in [aspects of the EWORDT’ | civitigations in the | Europe? Europe? feceaere a a ‘ety? medieval world? | hoy shape that s li By the end of this chapter, students will be able to: = Analyse and describe with evidence, some of the main events, people and changes covered in the study period (500-1500 Ao) = Identify some significant characteristics of Middle Ages in Europe, e.g, daily life, agriculture, trade, education, inventions, religion, literature and economy, etc. | = Explain how feudalism affected the socio-economic and political dynamics of Medieval Western Europe = Describe the concept of a king and a court = Describe why the period of Middle Ages is regarded sometimes. as the Dark Ages for Western Europe m= Describe a few medieval rulers (like Charles Martel, Charlemagne, Otto the great) and their achievements s= Trace the causes and events of the Crusades and explore its consequences = Discuss the factors leading to Crusades and the role of Salahuddin Ayyubl in Crusades. ani‘The month of January as lepicted in ‘a medieval calendar oF Book of Hours. From Les Tes ches Heures du Due {iu Berry, painted by the Limbourg brothars sometime botwosn 1812 and 181620, The book is hold at the Musée Conds, Chentily, France, —_—1163 Notre Dame 1268 De Montfort’s Parliament athedral is built : 1291 Acre recaptured by Turks I's speech aa ed 1298 Edward Is Model Parliament sede 1218 Signing 1297 Law passed—no taxes of Magna Carta = 1347 Black Death 1981 Peasants’ Revolt | | tein ects $500.0) Dark Ages High Midi BEd 1190 a0, from Historical Atlas, published by 8 ‘Timeline of medieval Europe Map of Europe at the time of the Third Crusade, W.& AK. Johnston, 1911THE MIDDLE AGES the period of European history known as the Middle Ages is often divided by historians into three main periods: the Early Middle Ages or Dark Ages, which lasted over 500 years from the fall of ome in 476 a0; the High Middle Ages, from about 1000 to 1300 a0; and the Late Middle Ages, from 1300 to about 1500 a0, A TIME OF CONTRASTS medieval Europe was a period of great trasts. In some respects, it was also a period of inuity or sameness for the people of Europe. At the same time, a number of significant changes ‘occurred that eventually led to improved living ditions for many people and allowed the relopment of the modern world. For centuries during the medieval period, most people lived and worked in rural areas and rarely travelled more than a few kilometres from their homes. Their lives revolved around the manor, or village, which usually comprised twenty to thirty people. This small group was dominated by a few powerful men—the lord of the manor, his steward and the priest. People were taught by the Catholic Church that they had to accept their positions in life because these were ordained by God. was litle understanding of how the natural world operated and people were very superstitious. They thought that disease, drought and famine were. caused by witchcraft or the will of God and thus NO MMM - - --------- 5 na THAT THE WORD “MEDIEVAL COMES: TO US FROM THE LATIN FOR THE TERM ‘MIDDLE AGES’, | MEDIUM AEVUM? The terms ‘Middle Ages’ and ‘medieval period’ are interchangeable. They were first used by historians in the fifteenth and sixteenth centuries to describe the period of western European history between their own time and the nncient times of the Roman Empire and earlier civilisations, Thus modern European history is usually considered to have begun about 1500 AD — although in the twenty-first century 150040 does ' not seem very modern to us! A reconstruction of the twelfth-century village of Wharram Percy, North Yorkshire, UK had to be accepted. The Catholic Church taught that the world was flat, the Earth was the centre of the Universe and the Sun circled around it. Very few people could read or write, including some of the kings of the period. The people of the Middle Ages were ignorant of the workings of the human body. There were doctors but they had no understanding of human physiology and no effective cures for ailments and diseases. Life was short and hard for most people. The life expectancy for medieval people was about thirty-five years for men and twenty-five years for women. The medieval period was also a time when some of the great buildings of Europe were designed and built. Grand buildings were constructed, such as the Notre Dame cathedral in Paris, begun in 1163. as well as impressive strongholds such as the Tower of London, begun in the 1070s. People began to move away from farming, and towns were established with new industries and ‘employment. Trade routes were developed as the people of the Middle Ages began to explore beyond Europe, New ideas flourished and ordinary people started to demand better living and working conditions and greater freedoms and rights. So the beginnings of our modern system of parliamentary government were seen,20 During the Middle Ages people lived according to very rigid social structures and conventions. According to medieval society, God created three estates—those who fought battles, those who prayed and those who worked. Each of these levels contributed to the good of the whole society and the welfare of all depended on everyone knowing their place in this order. FEUDALISM AND FEUDAL Lie SOCIETY The social organisation of Europe during the Middle Ages is often referred to as feudalism’. At the top of the social pyramid was the pope. The king, who came next, was answerable only to the pope. The king, who claimed ownership of all land, granted lands, or fiefs, to his most important nobles, barons and bishops. These vassals, in turn, granted land to a lower order such as the knights. The lowest in the structure were the peasants, called serfs or villeins, who worked on the land and subsisted only on what they grew. In this social order, everyone owed allegiance to the king and to their immediate superiors Everyone paid for their land through services such as providing trained soldiers to fight for the king, working on the lord’s land for a set number of days 2 week, or providing equipment such as weapons and clothing for soldiers. In turn, the lord provided protection in times of strife or warfare, So, the relationship between lord and vassal was based on protection and service. A pyramid of loyalty was created in which each person, except for those at the very top of society and those at the very bottom, was a vassal to one lord and a lord to several vassals. Feudalism was established in England by William the Conqueror and the Normans after William defeated the English at the Battle of Hastings in 1066. pearson history * King Dukes, Barons, Archbishops Soldiers (knights), Abbots Followers of soldiers, (Craftsmen, Farmers who own land @ wy PD inh Z BB cc ee KNIGHTS When William the Conqueror swept to victory in the Battle of Hastings, a new way of fighting was established. The knight and his warhorse proved to bea lethal force over the next few hundred years. William reinforced this power with the numerous castles he built across England. Rulers in Europe did the same. Knights and their castles ushered in a way of life that still fascinates people today. BECOMING A KNIGHT PAGE When a nobleman's son was about seven years of age, he would be sent to the castle of another knight to learn how to become a knight. He would act as. @ page for the lord or, possibly, another knight who owed fealty, or loyalty, to the lord. Most boys were ages for six or seven years during which they learnt many of the basic skills for knighthood. arves degrees... sundry languages Land] harping, piping, singing and doncing... BB) [0m the household ordinances of Edward IV, Ed quoted in The Babees’ By the Young, 1908 octets be!SQUIRE Fa page had done well enough, at about fourteen or fifteen years of age he would become a squire His training would become more setious as he would be expected to aid his knight in battle. He would learn how to spring, fully armed, onto his horse and how to use weapons such as a sword, mace and lance in battle. He would learn how to care for his knight's horses, armour and weapons, and how to look after his knight in battle, KNIGHT A squire would usually be made a knight at about the age of twenty. He would have either proved himself in battle or his lord would have decided that he was ready for knighthood. A squire would be dubbed a knight after an elaborate ceremony. He would begin by purifying himself through prayer and fasting for a day and 2 night. He would then confess his sins to a priest, bathe, and dress in a white tunic, which signified A joust between Jean Chalons and Loys de Beul Px} at Tours, France, in 1446. Artist unknown, mid- fiteenth century 1 What detail toll us thet this ilustration A) series ousting competition andinota battle? 2 What sort of details would you expect to see an illustration of a battle scene? his purity. Over this tunic he would wear a red robe to show his willingness to shed blood for God and for his lord. His shoes and hose, or tights, were black, symbolising death He would attend a church service called a mass, have his sword and shield blessed and vow ‘to defend the weak, the orphan, the widow, and [that] ‘women should receive his special care’. He would also swear allegiance to his lord, who would knight the squire by dubbing or patting him on each shoulder with the flat side of his sword KEEPING FIT It was very important for knights to Keep their fighting skills sharp, whether there was a war or not. Knights would do this by hunting for wild animals such as deer, boar, hare and pheasants. They would also take part in tournaments, which an English chronicler to King Henry I! described as ‘military exercises carried out, not in the spirit of hostility but solely for practice and the display of prowess. They would joust against each other and also take part in melees, which were big free-for-all fights. ‘Although the knights fought with blunted weapons, 10 per cent of knights were injured in these activities and often there were deaths. In 1292, King Edward | of England established the Statute of Arms for Tournaments to help regulate the running of tournaments and make them safer for the knights. Ty MEDIEVAL EUROPE UNIT 2 MiDIFYA\ SOC——— 22 has THAT MEDIEVAL. KNIGHTS WERE FORMIDABLE FIGHTING MACHINES? Foot soldiers and archers found the medieval knights nearly impossible to oppose on the battlefield, with their full armour and enormous destriers, or warhorses, Medieval knights were highly trained fighters and were surprisingly mobile even when in their heavy armour. Historians have compared them to our current tanks and jet fighters. However, just like modern war machinery, their upkeep was expensive. Apparently, a destrier, squire and armour cost about the same to maintain as an aeroplane today. DAILY LIFE ON THE MANOR THE MEDIEVAL VILLAGE in the Middle Ages, people in Europe mainly lived n the country. Most people were serfs who worked on manors, or estates, owned by their lord. The lord ‘owned all the land but would let the serfs have a small strip to work as their own. Serfs paid the lord @ From 10s, Tres Riches Heures cbs Duc da Bap this land in work, rent, taxes or produce. In produced by the Limbourg brothers in the early return, the lord provided protection for the serfs. GED fifteenth century. The book is held at the Musée ¢ Condé, Chantilly, France The serfs lived in villages clustered around the i castle or manor house. The village also had a 1 Which season is depicted here? church and everyone attended mass on Sundays. @ 2 What activity is the peasant engaged in here? There was a mill owned by the lord where the at villagers paid to have their grain ground into flour. artfy the features cf the theee-Sekd system in this source. The serfs were not allowed to leave the village orto marty without the lord's permission. & cre tyre he aclventngen aed campemaoese peasants FARMING The villagers’ fe was also controlled by the seasons. Spring meant planting, summer was when __ be ante with wheat or barley, the second with n i ‘ats or rye, The third field was left fallow, the crops grew, autumn was harvest time and winter was for string food and resting, Pe cae Sciaa Throughout the Middle Ages, peasants in Europe the fallow fel and their manure fertiised the used the thre-feld system of farming. Under this sol, As one fied dive tse system, a typical village would have three or four serfsneeded tuna iain large fields around it. Each serf was allocated a fields to ensute the rere eal thin strip of land in each field, One field might themselves each an fey od cia Pearson historyAHARD LIFE The life of a serf was short and filled with hard work. Serfs had to work long hours in the fields to supply food for the community and they lived in poor conditions. Every labourer must be at work in summer by 5 o'clock in the morning. He should have half ‘on hour for breakfast, and an hour and a half off fordinner. He should not leave work until 7 o'clock in the evening. In winter he should work oll the daylight hours. English Statute of Labourers, 1495, quoted in f 8: rng the Medieval Word, by Eshuys V. Guest and P. Phelan, 1993 How many hours a day would a serf work? How does this compare with the average working day today? HOUSING PEASANT HOUSING Most of the medieval population lived in small cottages, which were little more than one-room huts that were dark and smoky. Cottages were constructed on a wooden frame using wattle and daub, which was straw and wet mud that hardened when dry. The roof was made of thatched straw and the floors were dirt. There was no chimney, just a large stone slab where a fire could be lit. Often there were no windows, just holes or cracks in the walls where some light could enter. During wet and cold weather, these holes would be covered by animal skins. Most peasants had very little furniture—maybe a stool or two and a table. Beds were usually piles of straw on the floor with a blanket. There was no running water or sewerage, and garbage and sewage were just tipped outside. In towns, this would mean out into the street. During winter, peasants kept their animals—dogs, cats, chickens and cows—inside with them to Keep them warm. These unhygienic conditions meant that fleas, bugs, lice and rats were everywhere, and disease and sickness were common. Over time, as the Crusaders brought back new ideas and goods, there were improvements made to housing, Reconstruction of 2 P84 thirteenth-century cottage from the medieval village of Hangleton, ‘Sussex, UK . 8 Cra MS#1 #2 *3 Draw up a ‘Medieval & notebook Urope' glossary in your lain the terms below. You will ALY a8 You Work through the n this chapter and ex; 844 to your glos activities destrier fealty fief lance fallow feudalism knight manor page squire villein ‘at were the three estates of medieval Society? Why was it important that all people knew their place in this social organisation? What were the three stages of becoming a knight? Write your answer in a two column table. Label the first column ‘Stage of knighthood’ and the second column Information’ mass serf vassal a Whi Read the sections ‘The medieval village’ and Farming’ carefully and answer the following questions. ‘a What was the basic layout of medieval villages across Europe? b Why were they structured in this way? ‘© Who benefited the most from medieval village society? Why? 4 #5 *6 Draw a detailed annotated pictur of peasane housing. Your annotations need to explain foature and suagest how it could be improve ‘8 Why was it important for knights to stay fp b Why was the Statute of Arms for Tournaments passed? ¢ What types of laws are passed today that are designed to protect people from themselves? The British monarch still knights men and women—men become ‘Sir’ while women become ‘Dame. Do some research on the internet to find. how the ceremony is conducted in times. bb Create a Venn diagram to compare and contrast the ceremony in medieval and modern times.THE CRUSADES While medieval Europe was known as Christendom, the area where Jesus Christ had lived in belonged to the Muslims who followed the teachings of The Last Holy Rasool Hazrat Muhammad Up until the eleventh century a0, the Muslims allowed pilgrims to travel to Jerusalem to see where Jesus Christ had preached. But in 1095, this area was taken over by Turkish Muslims who refused to let Christian pilgrims visit Jerusalem any more. In 1095, Pope Urban I! urged the people of Christendom to embark upon a crusade, or war of the cross, against the Mustims to regain the land for Christianity. The First Crusade was successful in recapturing Jerusalem and setting up a Christian Holy Land, but these new Christian kingdoms proved difficult to defend against the Muslims. Over the next 200 years there were several more crusades. Not all of them were successful. By 1291, when Acre, the last Christian city in the Holy Land, was recaptured by the Muslims, the medieval people of Europe were forced to accept the fact the Holy Land would remain a Muslim country. NUR AL-DIN ZANGI Nur al-Din Zangi (1118-1174) was one of the most prominent figures in Crusade history. He was a Muslim ruler who reorganised the armies of Syria and laid the foundations for the success of Saladin. He succeeded his father as the ruler of Aleppo (@ city in Syria) in 1146 a0. Before his rule, a major reason for the success of the Crusaders was the disunity of the Muslim rulers of the region, who were unable to present a unified military front against the invaders. It was Nur al-Din's dream to unite the various Muslim forces between the Euphrates and the Nile to make a common front against the Crusaders. Therefore, he waged military ‘campaigns against the Crusaders in an attempt to ‘expel them from Syria and Palestine. Nur al-Din was not only famous as an able and just ruler; he was also noted for piety and personal bravery. He always used the booty to build numerous mosques, schools and hospitals. SALADIN: THE HERO OF THE MUSLIM WORLD Salah al-Din Yusuf ibn Ayyub also known as Saladin, played a significant role in the Crusades, particularly during the Third Crusade (1189-1192). Saladin was a Muslim military leader and the Sultan of Egypt and Syria, known for his chivalry, military prowess and strategic wisdom. One of Saladin's most notable achievements was the capture of Jerusalem in 1187. His forces defeated the Crusader army at the Battle of Hattin, leading to the fall of Jerusalem into Muslim hands. After capturing Jerusalem, he demonstrated tolerance ‘and respect for the defeated Christians. He allowed safe passage for civilians and granted amnesty to those who chose to leave peacefully. This event prompted the European leaders to respond with the Third Crusade. The fall of Jerusalem led to the launch of the Third Crusade by European leaders such as Richard the Lionheart of England, Philip Il of France and Holy Roman Emperor Frederick |. Saladin faced formidable opponents in Richard and the other Crusader leaders. Saladin and Richard engaged in a series of military campaigns during the Third Crusade, Notable battles included the Siege of Acre (1189-1191) and the Battle of Arsuf (1191). While Saladin was successful in some engagements, the Crusaders also achieved victories. The conflict eventually led to a stalemate, and both sides were exhausted, In 1192, a truce was negotiated between Saladin and Richard the Lionheart, leading to the Treaty of Jaffa, According to the treaty, Jerusalem remained under Muslim control, but Christian pilgrims were granted access to the city. TS EAST MEDIEVAL EUROPE UNIT 3 51ws reached Europe that Jerusalem When the ne 4 Salah al-Din Ayyubi's leadership during the rere had fallen, Richard was quick to take up the Crusades is often remembered for his military challenge of a crusade, ee speculate thae| achievements, his adherence to chivalry and his three main reasons for taking Up the cr ability to negotiate diplomatic solutions. Lan prt inthe adventure of WAY, tO Rave his He became a symbol of Muslim resistance against immortalised by the bards and troubadours of the. the Crusaders, His legacy is celebrated in both ind to ensure hs place in Heaven, Western and Islamic historical narratives. The German emperor, Frederick, was drowned on, RICHARD THE LIONHEART "720% Europe to join the Crusade and Pig Or rance went home after quarreling with The Third Crusade was led by the kings of France Richard was left to lead the Crusade on his oy, and England and the German emperor. The aim was clever battle tacts and strategies enabled him tg to take back Jerusalem and the Holy Land from the successfully end the siege of Acre, but without his ‘infidels’ led by Saladin, The hero of these three allies he was unable to continue to Jerusalem, He Christian monarchs was the charismatic King of nas forced to return home, despite being only a fey England, Richard |, who was called ‘the Lionheart’ mmles from the holy city. He vowed never to set, because of his eourage and bravery. tr Jerusalem as he believed that God had ordaineg that he should not be the one to conquer it, SUMMARY OF THE CRUSADES Crusades Time period (AD) Contenders 1 Crusaders came from different Westem ml Crusaders won regions on the call of Pope Urban I! occupied the: \m Muslim Seljuk Turks Outco IstCrusade 1096 - 1099 ‘2nd Crusade 1147 - 1149 1 European Kings; the Louis Vil and Conrad Il, 1m Muslim were led by Seljuk General Nur al-Din Zangi. 3rd Crusade 1189-1192 1 King Frederick 1 King Philip Augustus of France 1 King Richard | of EnglandRichard the Lionheart fighting ina crusade BR) sie. From The National and Domestic History fof England by William Aubrey, ¢, 1890 4 How is Richard I depicted in this painting? We) iets Explain your answer. 3. What bias is shown in this painting? IMPACT OF THE CRUSADES THE WEAKENING OF THE FEUDAL SYSTEM By the time of the last crusade at the end of the thirteenth century, the medieval feudal system that had worked so well for William the Conqueror and other European rulers was no longer as strong a force because: = kings became stronger, as many knights and noblemen were killed while on crusade, and so countries 2s we know them today began to be formed t= serfs who had been on crusade gained a new freedom on their return = new, independent towns came into existence, as lords had often encouraged towns to buy their freedom in order to raise money for the crusades m= these new towns became more involved in trade, so the use of money rather than barter increased, and @ new merchant class was formed that had no place within the feudal system. NEW IDEAS The Crusaders brought back many new goods and ideas that changed the way people lived, for example ‘= luxury goods such as silks, spices and carpets wealthy nobles and merchants now desired these goods in their homes, which increased trade and led to the growth of towns fm gunpowder, which meant that castles became ineffective as a means of defence m drugs to stop pain new foods such as rice, coffee, suga dates and apricots, which added variety tO people's diets m knowledge of Arabic numbers the use of knives and forks for € of just fingers. ISLAMIC CONTRIBUTIONS TO MEDIEVAL EUROPE From the eleventh to the thirteenth centuries, Europe absorbed knowledge from the highly civilised Islamic world. European scholars not only found new and practical ideas but rediscovered the classical learning of the Ancient Greeks and Romans. Following the fall of the Roman Empire, many texts from the ancient scholars and philosophers were lost to the Europeans. But many of these texts had been translated from Greek into ‘Arabic and preserved in Muslim centres of learning. It was from Latin translations that many of these texts reached Medieval Europe. In the tenth century, Islamic Cordoba in Spain was the largest and most sophisticated city in Western Europe. Every major Istamic city in medieval times had an extensive library: in Cordoba and Baghdad the libraries claimed to have over 400 000 books. Islam, however, did more than just preserve ancient knowledge, it also interpreted and expanded on that knowledge and made vital contributions of its own in many areas, including science, astronomy, mathematics, medicine and optics. Muslims made many advances in mathematics and introduced Arabic numerals to Europe. A\-khwarizm, the first major Muslim mathematician, is famous for the introduction of algebra, Muslims also developed trigonometry as a distinct branch of mathematics. By the ninth century, many Muslim scholars took it for granted that the Earth was a sphere. The calculations of Muslim astronomers were so advanced that in the ninth century they claimed that the Earth's circumference was 40 253.4 kilometres, which was accurate to within 200 kilometres. One of the most significant borrowings from Islam was the astrolabe Astrolabes were navigational instruments invented by Muslim sailors to calculate raisins, ating, instead 8 | MEDIEVAL EUROPE UNIT 3 WEST MEETS FASThis enabled them t0 the position of the stars and the planet Je, It could be ind their position on the sea in terms of latitud used to tell time during the day or night, to find the time of sunrise and sunset and, thus, the length of the day; in which Islam also introduced a system of public hospit : re practise. hygiene, diagnosis, cure and preventative medicine we amascus was the site of the first Islamic hospital in 707 M0 most major Islamic cities soon followed the exa hospitals of their own. These hospitals ben all day and night and were free. M ical instruments, many forceps, medical slim doctors practised surgery and developed of which were similar to those used today, su Sere surgery. These ne! filter through to medieval European d vee cel An astrolabe was an instruments navigation, astronomy and ast Held at the British Museum, Long of the Crusades. #1 List and explai tho folowing tem “Medieval Europe’ baricn, astrolabe Holy LandPakistan's form of government is a democracy. This means that ordinary people have a say about the way the country is governed through electing people to represent them in government. This is called a parliamentary or representative democracy and many countries in the worid are governed in this way. This was not always the case. Pakistan's system of parliamentary democracy is based upon the British Westminster system of government. This, in turn, is based upon a series of events during the Middle ‘Ages that shaped the system of English government, reducing the power ofthe king and increasing the power, of his subjects. So we have the people of the Middle Ages to thank for our current form of government. 1662-69 English Civit War re 1669-60 Parliamentary rule of England Timeline of the development of parliament THE MAGNA CARTA John |, the younger brother of Richard the Lionheart, became King of England in 1199 He soon alienated the three most powerful groups Of his subjects—the barons, the Church and the {growing class of merchants. John did this by imposing heavy fines and taxes on all three groups, and imprisoning those who did not pay the taxes he demanded. John became one of the most hated English kings. The barons rebelled and forced the king to sign ‘avery important document—the Magna Carta, or Great Charter. The Magna Carta was signed on the island of Runnymede in 1215. Its sixty-three clauses were drawn up by the barons, the bishops and the merchants. These clauses represented the first steps towards political freedom for all and parliamentary democracy as they protected the rights of people and ensured that even the king was not above the law. 1 That the English Church shall be free. 12. No scutage (a form of taxation) may ‘be levied in our kingdom without its general consent... 38: In future no official shall place @ man ‘on trial upon his own unsupported statement, without producing credible witnesses to the truth of it. 40 Tono one will we sell, to no one deny ‘ordelay right orjustice. 45 We will appoint as justices, ‘constables, sheriffs, or other officials, ‘only men that know the law of the ~~ realm and are minded to keep it well. ‘Some clauses from the Magna Carta | MEDIEVAL EUROPE UNIT 4 ( 8nany delivering a lecture Henry of G fourteenth-century THE FIRST UNIVERSITIES Biever vue io the Middle Ages, most education was tied to the Museen Prous va af a a and nO pie contit tho students’ behaviour? Very wealthy families could hire private itors, and students could be taught by ed from city to city In the last part of the twelfth century these masters and their students joined together to establish independent schools in major cities. As students eached certain levels and passed exams, they were awarded titles such as Master or Doctor. Universities were set up in Paris in France and in Bologna in Italy before 1200. Other universities soon followed. Very early in their history, features of universities emerged that can still be seen today—lectures, degrees, students, academics and examinations. It appears that student life at a medieval university had similarities with the modern university experience. Finances were a problem for students then, as they are now, and letters from parents to sons at university have the familiar complaints of inappropriate behaviour, excessive drinking and lack of effort Lee Cc ee Ceraniaas ernacacd SOCIETY Prd ten well did scholarship and | 7 a agli bedi bvalaedicr ch ae eer ale : chapter. How accurate , Cary pC aan m architecture ofthe Mi eens DOO ae ibd a ora PE earees ener rent of the Mi ory Ages’ similarities are there be rr ert s rane pearson history5 Life in the Middle T Ages—developing a film project sagine you have just graduated from film schoo! imasine yo sppving fragrant to prodice and ane yo¥ im using the ken ofa movder-day person veliing back in time to the Middle Ages and ave time from a modern perspective. Ye wl depict medieval ite through the application that must include: ‘an outline of the characters (major and minor), plot, setting (when and where) and themes (the point of the story you are trying to tell) script for three short scenes—one near the peginning, one near the middle and one rear the end of the film, Make sure that you include dialogue, directions for the actors and a storyboard (a cartoon strip of the plot that directors use when filming the day's scenes). 5 The Islamic world: : more than just the Crusades—a TV discussion You and two other students have been asked to prepare a current affairs-style discussion on the extent to which medieval Europe was influenced by the learning and knowledge of the Islamic Empire. Asa team, conduct further research on the advances made by Muslim scientists, mathematicians and doctors. One person will take on the role of moderator, guiding the discussion. One person will discuss major Islamic contributions to science and other learning. The third person will follow these inventions through to modern times and discuss how they may still influence lives today. © The knightly code— " » preparing a ‘how ‘o’ manual Your task is to propare a “how to’ manual for aspiring knights. In your manual include: the steps to becoming a knight a knight's equipment (armour and other accoutrements, or accessories) a description of courtly love how to design a coat of arms, following the rules of the College of Arms Ae annotated illustrations. +f Medieval universities ‘The earliest universities in Europe were founded in ltaly—in Salerno during the ninth century ab and in Bologna during the eleventh century. Not long after this, universities were founded in France and England; in Paris in the mid-twelfth century and in Oxford not long after. Asa student of history, you are looking at furthering your studies at one of these prestigious universities that has a medieval history but you eed to convince your parents of the historical Prestige of your choice. Conduct some research into one of the above- ‘mentioned universities and create an AVD or electronic slide presentation for your parents. | to persuade them to send you to the university. Perform your oral presentation to your class. t | Remember, the key criterion is the medieval | | Pedigree of your choic MEDIEVAL EUROPE ‘NO 1NS ay wuquiny questo 2M aay How did society develop during the Umayyad Caliphate? ne of the act with other nat were Som inter : NNanitieant events and KY ations in the aspects of the Islam! cord? he} civilisation and how did they shape that society? By the end of this chapter, students will be able to: Deseribe the establishment of Umayyad rule Enlist some prominent rulers of Umayyads Introduce Byzantine Roman Empire (also called as Eastern oman Empire) and its timeline Describe important conquests during Umayyad rule (Sindh, Spain and Central Asia) Outline the arrival of Muhammad bin Qasim in the subcontinent Discover the importance of Muhammad bin Qasim in the spread of Islam in the subcontinent Describe the establishment of Umayyad rule in Spain & its salient features Enlist some prominent rulers of Umayyads in Spain and their achievements Trace the origins of Abbasid rule Enlist some prominent rulers of Abbasids and their major achievements Describe the development of arts and literature duri i ‘ule (th special focus on Abbasid Golden Age) "9 APP&S! Describe the Fall of Baghdad at the hands of Mongols in 1258. Introduce Seljuc, Fatimids, Ayyubid Recall prominent rulers of Seljuk, Fatimid, Ayyubid dynasties, What ig legacy of Abbasig Caliphate