Universal Access

Section 4Standards-Based Instruction

430 Chapter 15

Standards at a Glance

The last section explored the Crusades and the start of religious persecution in Europe. Here students will focus on the history of Muslim Spain and the efforts by Christians to reconquer it.

Section Focus QuestionHow did the rise and fall of Mus-lim rule alter life in Spain?Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: At the height of Muslim rule, the people of Spain maintained one of the most advanced civilizations in Europe with great advancements in science, the arts, archi-tecture, and literature, and leaders who were tolerant of other religions. A civil war and the arrival of the Reconquista weakened Muslim rule and led to religious persecution and the elimination or expulsion of Jews and Muslims. This loss harmed Spain’s economy and cul-ture.)

Prepare to Read

Build Background KnowledgeExplain to students that the centuries taught in this section cover a period of religious tolerance and a period of reli-gious intolerance in Spain. Ask students to consider the advantages and disadvantag-es of each period. Ask: What benefits does a society experience by honoring reli-gious differences? (Freedom of thought draws out great minds that influence society for centuries.)

Set a Purpose■ Read each statement in the Reading

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

Teaching Resources, Unit 6, Reading Readiness Guide, p. 46

■ Have students discuss the statements in pairs or groups of four and then mark their worksheets again. Use the Think-Write-Pair-Share strategy (TE p. T39) to call on students to share.

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Advanced Readers L3

Gifted and Talented

Averroës and Maimonides The two most important scholars of Moorish Spain wrote prolifically and were extremely well respected in their day. Ask students to choose one of the philosophers and create a biography board. The board should include a timeline of the figure’s life, a

summary of his philosophy, a depiction of the figure in art, and any other artifact or intriguing information that adds depth to the understanding of the character. Ask student volunteers to share their informa-tion. Post the biography boards in a prom-inent place in the classroom.

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L2 430 Chapter 15 Medieval Conflicts and Crusades

Section

4Christians and Muslims in Spain

H-SS 7.6.9 Know the his-tory of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

H-SS 7.9.7 Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

Reading Preview

Reading Skill

Distinguish Fact From Opinion Distinguishing fact from opinion is often difficult. Sometimes, you can recognize an opinion only by the surrounding words. For example, some descriptive adjectives can signal the presence of an opinion or a judgment. Consider this statement: The event was significant in history. It expresses the opinion that the event was significant.

H-SS RE&PV 2

Vocabulary Builder

High-Use Wordsimpose (ihm POHZ), p. 432economy (ih KAHN uh mee), p. 433

Key Terms and PeopleReconquista (ray kohn KEEStah), p. 432Isabella (ihz uh BEL uh), p. 432Ferdinand (FERD ihn and), p. 432

Background Knowledge By the early 700s, Muslimsruled most of the Spanish Peninsula. In this section, you willread how the spirit of the Crusades ended Muslim rule there.

Spain Under Muslim RuleAs you have read in Chapter 4, the Umayyad rulers of the

Islamic Empire were overthrown and murdered in 750. Butone survivor fled to Spain. In 756, Abd al-Rahman establisheda new dynasty at Córdoba. The dynasty ruled most of Spainfor nearly 300 years. A few small Christian kingdoms con-trolled the northern part of the country.

Moorish Culture The Muslims in Spain were known asMoors. Moorish Spain became one of the most advanced medi-eval civilizations in Europe. The heartland of this culture wasin southern Spain. In Arabic, this region was called “al-Andalus,” which became the modern name Andalusia.

Muslim civilization flourished in Spain.

History Background

Chapter 15 Section 4 431

Teach

Spain Under Muslim Rule

H-SS 7.9.7

Instruction■ Vocabulary Builder

High-Use Words Before teaching this lesson, preteach the high-use words impose and economy, using the strate-gy on TE p. 411.Key Terms Following the instructions on p. 7, have students continue to pre-view key terms.

■ Read Spain Under Muslim Rule with students using the Choral Reading strat-egy (TE p. T36).

■ Ask: What made Córdoba a thriving European city in the tenth century? (The city had bookstores, baths, and gardens. Traders brought crafts and leather goods. Students came to study philosophy, music, medicine, and science.)

■ After students read A Multicultural Society, ask: What were the benefits of religious tolerance to the society of Moorish Spain? (The tolerance allowed science and medicine to thrive. Jews and Christians held high official posts.)

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

Monitor Progress

As students fill in the Notetaking Study Guide, circulate to make sure they under-stand the importance of religious tolerance to culture in Moorish Spain. Provide assis-tance as needed.

Answers

Reading Skill Possible answers: Facts—Córdoba was Europe’s largest city in the tenth century; its library housed 400,000 volumes; opinion—Córdoba was the most pleasant city of its time.

Link Past and Present Examples of Moor-ish architecture and artisanship are still found in modern Spain.

The Muslim influence in Europe was widespread and deep. It did not stop with changes in the European diet. Muslims introduced new technology for making paper and irrigating crops. They came up with brilliant innovations in science and mathematics. Concepts such as algebra and

azimuth, zero, and zenith were Arabic in origin. Music and poetry felt the Muslim influence. Muslims even introduced the game of chess. The Persian phrase shah mat, which means “the king is dead,” gradually became the English term check-mate.

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Section 4 Christians and Muslims in Spain 431

In the tenth century, the Muslim capital of Córdoba wasEurope’s largest city. It may have been the most pleasant tolive in, too. It had many mosques, bookshops, and publicbaths. Houses had mosaic floors, gardens, and fountains. Itsgreat library supposedly contained about 400,000 volumes.

Traders also carried leather goods, silk cloth, and jewelryfrom Córdoba to markets in Europe. Moorish Spain was hometo the Great Mosque of Córdoba and the Alhambra palace inGranada, two masterpieces of Islamic architecture.

A Multicultural Society The Golden Age of Moorishculture reached its peak in the ninth and tenth centuries. Foreignstudents flocked to Córdoba. They studied philosophy, music,and medicine with Muslim and Jewish scholars. Science andmedicine in Muslim Spain were far more advanced than in therest of Europe.

Córdoba was home to two of the most famous philoso-phers of the Middle Ages. One was the Muslim legal scholarand judge Ibn Rushd, or Averroës. The other was the Jewishlegal scholar Moses Maimonides.

By medieval standards, most of Spain’s Muslim rulers werequite tolerant of Jews and Christians. The Qur’an encouragedtolerance, as all three religions worshiped one God. Jews andChristians held high official positions. Besides, Christians out-numbered Muslims. Forcing them to convert was impossible.

Moorish CultureThe Great Mosque of Córdoba was famous for its many arches. Moorish craft goods like the bowl shown in the inset were also renowned for their quality. Critical Thinking: Link Past and Present How might modern Spain reflect elements of its Muslim past?

H-SS RE&PV 2 Distinguish Fact From Opinion

Identify facts and opinions in this paragraph. Explain your thinking.

Universal Access

432 Chapter 15

The Reconquista

H-SS 7.6.9

Instruction■ Have students read The Reconquista.

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

■ Ask: What forces caused the decline of Muslim rule and helped bring about the Reconquista? (First, civil wars between Arabs and Berbers weakened the Cordoba caliphate. At the same time, the pope encouraged crusaders to retake Spain.)

■ Ask students to speculate on how the loss of the Muslims and the Jews may have affected Spain’s economy and cul-ture. (The loss meant a decrease in trade from foreign lands, a decrease in educational opportunity, and an end to the cultural diversity that had characterized Moorish Spain.)

■ After students read the section, assign the worksheet Timeline of the Recon-quista. Ask students how they would describe the Reconquista. (It was a long process.)

Teaching Resources, Unit 6, Timeline of the Reconquista, p. 49

Independent PracticeHave students complete the Interactive Reading and Notetaking Study Guide. (Adapted version also available.)

Monitor Progress

Check Notetaking Study Guide entries for student understanding of how the Recon-quista changed life for the people in Spain. Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Answers

It was called The Golden Age because many cultures lived together to study philosophy, music, science, and medicine.

(a) in the southeast of Spain; it was retaken in 1492. (b) Possible answer: Spain was divided into many small, weak kingdoms and had to be reconquered bit by bit.

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English Language Learners L1

Less Proficient Readers

Gaining Comprehension Suggest to stu-dents that they use a ruler to help them keep their place as they read, line to line, down a page. Have students mark unfa-miliar words or phrases (such as Reconquis-

ta on this page) with a sticky note, or jot down questions that occur as they are reading. Periodically provide assistance to the students to clarify these issues.

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Special Needs

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432 Chapter 15 Medieval Conflicts and Crusades

40°N

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Azimuthal Equal-Area Projection

Reconquered from Muslims, 1050

Reconquered from Muslims, 1200

Reconquered from Muslims, 1270

Reconquered from Muslims, 1492

City, year of Christian reconquest

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7221mc06.eps21 Reconquistai S i li t Ltd

Therefore, non-Muslims only had to follow certain rulesand pay a special tax. Later Muslim rulers, however, were lesstolerant. They imposed strict new rules. Christians could notcarry Bibles in public. Jews also were persecuted.

Why might the tenth century in Spain be known as a Golden Age?

The ReconquistaThe decline of Muslim rule in Spain began in about 1002

with a civil war. The Córdoba caliphate was split into small,weak kingdoms. At the same time, the spirit of the Crusadesunited the Christian kingdoms in northern Spain. The popeencouraged them to win back Spain for Christendom. The

movement to drive the Muslims fromSpain was called the Reconquista, or“Reconquest.”

Military Campaigns The firstbig step in the Reconquista was the cap-ture of the city of Toledo in 1085. In 1139,Portugal split off and became a separatekingdom. But then, the other Christiankingdoms formed a powerful alliance.Córdoba fell in 1236. Its Great Mosquebecame a Catholic cathedral.

By the middle of the thirteenth cen-tury, all that was left of Moorish Spainwas the kingdom of Granada. By payingtribute, it managed to survive for severalhundred years more. However, most ofSpain was now under Christian rule.

Unification of Spain In 1469, animportant royal marriage took place.Ferdinand of Aragon married Isabellaof Castile-León. Their marriage unitedSpain’s largest Christian kingdoms. It laidthe basis for a Spanish state.

Ferdinand and Isabella concentratedon conquering Granada, the last Muslimterritory. When the city fell in 1492, thepope was delighted.

The Reconquista

The Christian reconquest of Muslim Spain took nearly 500 years to complete.

(a) Read a Map Where was Granada located? When was it retaken?

(b) Explain Problems Why do you think the Reconquista occurred in stages? Why do you think it took so long?

For: Interactive mapVisit: PHSchool.comWeb Code: mxp-6154

Vocabulary Builderimpose (ihm POHZ) v. to introduce something and force people to accept it

Christians drove the Muslims from Spain and built Christian kingdoms.

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Chapter 15 Section 4 433

Assess and Reteach

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

Teaching Resources, Section Quiz, p. 55

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

Progress Monitoring Transparencies, Chap-ter 15, Section 4

ReteachIf students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide, and complete the accompanying question. (Adapted version also available.)

ExtendAsk students to use the information from the chapter to research ways in which life was different before and after the rise and fall of Muslim rule in Spain. Students can use their findings to create diary entries of people living in Muslim Spain at its height and soon after its fall.

For: Help in starting the Extend activityVisit: PHSchool.comWeb Code: mxe-1506

Answer

Spain was united under strong Christian leadership when Isabella of Castile-León married Ferdinand of Ara-gon. They led the final defeat of Granada.

Section 4 Check Your Progress

1. (a) Moors ruled the region of Andalusia from the eighth to the tenth centuries and continued to control parts of Spain until 1492. (b) The civilization had greater religious tolerance, more exten-sive learning, more far-reaching trade, and finer handcrafts.

2. (a) The movement to drive the Muslims from Spain. (b) Possible answer: They felt that converting people to Christiani-ty was doing God’s work.

3. Isabella was very religious and wanted to unite Spain as a Catholic country. She initiated the Spanish Inquisition.

4. Answers will vary. Definitions should reflect an understanding of the section’s vocabulary.

5. Possible answers: Jews and Muslims persecuted, forced to flee; use of terror and torture caused climate of fear; ended the intellectual and cultural con-tributions of Jews and Muslims; econo-my suffered.

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Section 4 Christians and Muslims in Spain 433

Section 4 Check Your Progress

Religious Persecutions Until the late 1300s, Jews hadlived quite safely in the Christian kingdoms. Then, anti-Jewishattacks began. Terrified, many converted to Christianity. Isa-bella’s reign, however, made life even more dangerous for Jews.

Isabella and Ferdinand were determined to unite Spain as aCatholic country. To do so, they brought in a Dominican monknamed Torquemada (tor kuh MAH duh) to head the SpanishInquisition. It used terror and torture against Jews and Muslims.

Finally, in 1492, the rulers ordered all Jews to leave Spain. Afew years later, Portugal did the same. Many Spanish Jewsmoved to Italy and the Ottoman Empire. Later, the Muslims alsowere ordered to leave. The loss of these two groups did greatharm to Spain’s economy and culture.

How was Spain united as a Christian state?

Looking Back and Ahead In this section, you haveread about Spain under Muslim rule and how Christian king-doms recaptured the Spanish Peninsula. In the next chapter,you will read about later changes and upheavals in medievalEurope.

For: Self-test with instant helpVisit: PHSchool.comWeb Code: mxa-6154H-SS: 7.9.7; RE&PV 2

Comprehension and Critical Thinking1. (a) Recall When and where

did the Moors rule in Spain?(b) Compare Compare the civilization of Moorish Spain with that of the rest of medieval Europe.

2. (a) Identify What was the Reconquista?(b) Draw ConclusionsWhy was converting Jews and Muslims important to Ferdinand and Isabella?

Reading Skill3. Distinguish Fact From

Opinion Restate facts and opinions about Isabella’sinteraction with Jews and Muslims. How did her opin-ions affect her actions?

Vocabulary Builder4. Write two definitions for the

word Reconquista. First, write a formal definition for your teacher. Second, write a definition in everyday English for a classmate.

Writing5. Consider the following

statement: The unification of Spain as a Catholic coun-try came at too high a price. Below is a list of points for an essay supporting this statement. Decide the sequence in which these points should be presented.• Economy suffered• Use of terror and torture

caused climate of fear• Jews and Muslims perse-

cuted and forced to flee• Ended the intellectual and

cultural contributions of Jews and Muslims

Vocabulary Buildereconomy (ih KAHN uh mee) n.system by which a country’smoney and goods are produced and used

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434 Chapter 15

ObjectiveEvents in history can be interpreted differ-ently based on the point of view of the interpreter. This lesson will teach students to separate facts from opinions as they compare different points of view.

Compare Points of ViewInstructionHave students read each step for compar-ing points of view, and then write them on the board.

1. Review the difference between facts and opinions. Write an example of each on the board.

2. Chose one of the passages to read aloud. Ask students to identify the facts in the passage and tell why they can be considered facts. Ask a volunteer to identify the opinions in the passage and explain what makes the statements opinions.

3. Practice the skill by following the steps on p. 434 as a class. Model each step as students answer the questions. (1. (a) The event is a battle waged during the Crusades. (b) One is from the perspective of a Christian and the other is from the per-spective of a Muslim. 2. The Muslims 3. (a) Walter (b) Kamal ad-din (c) God 4. Possible answer: The Muslims defeated the Christians and inflicted heavy losses.)

Monitor Progress

Ask students to do the Apply the Skill activity. Then assign the Analysis Skill Worksheet. As students complete the worksheet, circulate to make sure individ-uals are applying the skill steps effectively. Provide assistance as needed.

Teaching Resources, Unit 6, Analysis Skill Worksheet, p. 50

ReteachIf students need more instruction, use the Social Studies Skills Tutor to reteach this skill.

Social Studies Skills Tutor CD-ROM, Identifying Frame of Reference and Point of View

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434 Chapter 15 Medieval Conflicts and Crusades

“. . . Suddenly the flags and standards of the heathens appeared. . . . Prince Roger declared: “Soldiers of Christ, . . . let us . . . serve today as soldiers for God in a successful battle, whether we end up alive or dead.” Prince Roger engaged in the struggle with steadfast mind. Although his men lay cut down and dead on all sides, he never retreated or looked back, but . . . obeyed the command of God . . . by fighting energetically against the force of the entire military might. . . .”—Walter, Roger of Antioch’s chancellor, a Christian

“. . . God gave victory to the Muslims. The Franks who fled to their camp were slaughtered. The Turks fought, superbly. . . . Arrows flew thick as locusts, and the Franks, with missiles raining down on infantry and cavalry alike, turned and fled. . . . The cavalry was destroyed, the infantry cut to pieces, the followers and servants were all taken prisoner. Roger was killed but [only] twenty Muslims were lost . . . whereas only twenty Franks escaped. A few of the leaders got away, but almost 15,000 men fell in the battle. . . .” —Kamal ad-din, a Muslim historian

Compare Points of View

History-Social ScienceResearch, Evidence, and Point of View 5Students detect the different historical points of view on historical events and determine the context in which historical statements were made (the questions asked, sources used, author’s perspectives).

A point of view is an opinion or a perspective about something. Different people often have very different points of view about the same events. These two accounts are about the same battle in the Crusades. The first account was written by a Christian and the second, by a Muslim.

Learn the Skill Follow these steps to compare different points of view.

1. Identify the event and the different points of view.

2. Identify the facts in each point of view. Facts can be proved to be true. When both points of view agree about something, it is probably a fact.

3. Identify the opinions in each point of view.

4. Develop your own opinion about the event.Your opinion should be based on the facts and what you know about the people giving the opinions.

Practice the Skill Use the two accounts above to answer the following questions.

1. Identify the event and the different points of view. (a) What do the accounts describe? (b) What are the two points of view?

2. Identify the facts in each point of view. Who was clearly winning the battle?

3. Identify the opinions in each point of view. (a) Who said Prince Roger never retreated? (b) Who said the Franks fled?

4. Develop your own opinion about the event.What do you think really happened?

Apply the SkillSee page 437 of the Review and Assessment.

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