The Legend of El Cid: Presents

presents
The Legend of El Cid

A Story of Medieval Knighthood
TEACHER’S EDITION
GRADE SEVEN
STELLAR READING • STAR POWER WRITING
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The Legend of El Cid
Table of Contents
I. Introduction: Medieval Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2
II. Chapter 1
A. Words to Know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3-5
B. Islam: A Mighty Power is Born . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-8
C. Activity: El Cid Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
D. Activity: Map Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
E. The Quest for El Cid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11-12
F. Dramatis Personae . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13-15
G. El Cid: Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-20
H. Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1-1.2
I. Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3-1.5
J. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.6
K. Writing: Research Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.7-1.10
III. Chapter 2
A. Long Day’s Journey into Knighthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21-22
B. Today’s Knights. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
C. El Cid: Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24-30
D. Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1-2.2
E. Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3-2.5
F. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.6
G. Writing: Response to Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7-2.10
IV. Chapter 3
A. When Home Is a Castle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31-35
B. Activity: Life Is Feudal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
C. El Cid: Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37-44
D. Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1-3.3
E. Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4-3.6
F. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.7
G. Writing: Personal Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.8-3.9
H. Activity: How Illuminating! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.10-3.11
Teachers: Please note that there is a Medieval Faire activity at the end of this
packet. Students can earn Scriptorium Scrip for completion of exercises through-
out this packet to spend at the Medieval Faire.
Table of Contents Medieval Times
V. Chapter 4
A. A Woman’s World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45-47
B. El Cid: Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48-56
C. Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.1-4.2
D. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3-4.5
E. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.6
F. Writing: Persuasive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.7-4.8
VI. Chapter 5
A. Surely You Joust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57-59
B. El Cid: Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60-66
D. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3-5.4
F. Writing: Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.6-5.8
VII. Chapter 6
A. The Andalusian Horse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67-68
B. El Cid: Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69-74
D. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3-6.5
F. Writing: Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.7-6.8
VIII. Chapter 7
A. The Wills of War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75-77
B. El Cid: Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78-85
D. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4-7.6
E. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.7-7.8
F. Writing: Persuasive Editorial . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.9-7.10
IX. Chapter 8
A. The First Crusade. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87-90
B. El Cid: Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91-98
D. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.4-8.6
E. Discussion Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.7-8.8
F. Writing: Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.9
G. Activity: Medieval Faire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.10-8.14
Appendix A: California State Standards for Grade Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A.1-A.7

Appendix B: Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A.8-A.9
Introduction Medieval Times
ou are about to embark on a great adventure; you will travel back to medieval times, where
Y you will witness fantastic feats of fighting skill as six bold knights face each other in combat
to determine who will become the king’s new champion.
The year is 1062; the place is Spain. To prepare for your Medieval Times adventure, you must
learn the customs and legends of the day.
You may think of the Middle Ages as the time of King Arthur and his fabled
kingdom, Camelot, with lofty castles, brave knights performing doughty deeds, and
beautiful damsels in distress. King Arthur may be England’s most famous knight,
but in the land of Spain, there was another just as mighty, Rodrigo de Vivar. This is
his story.
Rodrigo lived at a time when Spain was not a united country but rather a series
of smaller states and kingdoms that divided the Iberian Peninsula. Rodrigo came
from Christian Castile, the largest kingdom; to the east was Aragon, another
Christian power, which battled with Castile for preeminence.
To the south lay the real threat, however—the Moors. The Moors were
Muslims who had swept up from Africa in 711 A.D. They crossed at the Straits of Gibraltar, where
Africa and Spain are just 7 miles apart. To ensure victory, their caliph, or ruler, burned his ships, so his
army had no retreat. It was either conquer or die for the Moors, and conquer they did.
Only the intervention of Charles Martel, King of the Franks, who traversed the northern Pyrenees
Mountains to halt the Moorish assault, stemmed the tide. Otherwise, the whole of Europe might have
fallen to Moorish power. His grandson Charlemagne continued the battle his grandfather had begun
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Introduction Medieval Times
and was able to help establish a small Christian stronghold at the

base of the Pyrenees.
Rodrigo was from a noble family. His father, Don Diego
Lainez, was a favorite of the king, and so Rodrigo grew up in the
king’s household and was raised with the Infantes, the royal children.
Rodrigo became famous for his loyalty; he fought for King
Ferdinand against the rival Kingdom of Aragon and became the
king’s champion. He fought with Prince Sancho against the Moorish
city of Alcocer. But when King Sancho was treacherously murdered,
Rodrigo sought justice and was banished for his trouble.
During Rodrigo’s time, Spain was never at peace. If he wasn’t
fighting rival Christians, he was fighting Moors. Even on the night before Prince Sancho was to knight
him, he was forced to fight. Tired of the endless round of fighting, Rodrigo let two Moorish kings go.
Al-Mutamin, the powerful caliph of Zaragoza, was one of these kings. He was a skilled soldier, but his
vocation was that of scholar. He studied at the famous University of Cordoba and was well versed in
medicine, law, astronomy, and mathematics. It is al-Mutamin who gave Rodrigo the title by which his
legend would be known: El Cid, the Lord.
When Rodrigo released al-Mutamin, they formed a
friendship that lasted a lifetime. And when ben Yusuf, an
Arab tyrant, threatened to attack from Africa, destroying
anyone, Moor or Christian, who stood in his way, al-
Mutamin joined Rodrigo and fought beside him to stave off
the attack. When all the world was at war, Rodrigo and al-
Mutamin showed how men with different views can live in
peace.
When the end finally came for Rodrigo, it was al-
Mutamin who fulfilled the dying hero’s last request, and it
was al-Mutamin who felt honor bound to tell his friend’s
story.
Rodrigo’s is the story of a boy who becomes a man, a
man who becomes a hero, and a hero who gallops into leg-
end as the mighty El Cid.
We hope that Rodrigo’s story will help prepare you for

your visit to the tournament at Medieval Times, where you
will see courage, chivalry, and honor equal to those of the
legendary El Cid.
2
Stellar Reading Medieval Times
Chapter 1
WORDS TO KNOW
1. Moors: the name given to the Islamic invaders of the Iberian
Peninsula because they came from Morocco
2. Allah: the name of the one God of Islam
3. Mecca: the birthplace of the prophet Muhammad. It is con-

sidered sacred as the place of origin of the Islamic religion.
4. Muhammad: the most important prophet of Islam. Born

in Mecca around 570 A.D., he was a well-respected trader.
When he turned about 40, he experienced a revelation and
believed that the angel Gabriel had appeared to him and
ordered him to proclaim the word of God. Muhammad is
considered the seal of the prophets, the last and greatest of God’s messengers to man.
5. Sunni Muslims: Muslims who believe that the religious leader should be elected. At
Muhammad’s death, there was a crisis in the Islamic community about who should be its new
leader. The Sunni Muslims elected Abu Bakr to lead them after the prophet’s death.
6. Shi’i Muslims: Muslims who believe that religious leaders should

be related by blood to Muhammad. The Shi’i Muslims chose Ali,
Muhammad’s son-in-law, as his successor.
7. al-Andalus: the Moorish

part of southern Spain.
From 711 A.D. to 1066, its
power grew to cover most
of the Iberian Peninsula.
8. Caliph: means “successor” in Arabic. Very much like

Christian kings, caliphs were rulers of individual territo-
ries. Al-Mutamin was the caliph of Zaragoza.
9. Emir: similar to an emperor, he rules over a confedera-

tion of multiple cities or states. Ben Yusuf was an
African emir.
10. Almoravides: a group of Islamic fundamentalists who

first came to Spain at the invitation of the caliphate
states to serve as allies in their wars against the
Christians but who soon began to conquer Moorish
cities as well. The well-educated and sophisticated
3
Chapter 1
Moors considered them ignorant and barbaric. Their

emir, ben Yusuf, was a tyrant who wanted to force all
men to obey his strict form of Islam.
11. Cordoba: the capital city of Moorish Spain, it was the

largest city in Europe for many years. A seat of great
learning and religious
tolerance, it attracted
the best scholars from
among Christians,
Muslims, and Jews.
12. madrasa: originally the student quarters in a mosque.

Many of these grew into famous universities, such as the
one al-Mutamin attends in Cordoba.
13. mosaic: an intricate pattern formed by tiles
14. mosque: comes from the Arabic word masjid, meaning “a

place to prostrate oneself.” A mosque is a place of public
worship in which men come to pray. Women are encour-
aged to pray at home. On Friday afternoons, the holy day
of the Muslim week, religious services are held. The
mosque is kept open at all times and may be used as a
court, public meeting place, lecture hall, or a place for
meditation.
15. mihrab: an alcove in a mosque’s wall, it indicates the

quibla, the direction of prayer. Muslims always pray
facing toward Mecca, the place where Muhammad
first proclaimed the religion of Islam.
16. minaret: a tower usually built on the outside of a

mosque from which the faithful can be called to prayer
17. Qur’an (often spelled Koran): considered by

Muslims to be the literal word of God, dictat-
ed by the angel Gabriel from a written version
in heaven, and then passed on by God’s instru-
ment, the prophet Muhammad. The Muslims’
holy book, it is considered by Muslims to be
the complete guide to life and contains
answers to every question.
4
Chapter 1
18. surra: a chapter in the Qur’an. The Qur’an is divided into 114 surras.
19. dhimmi: “people of the book.” Muslims do not consider their religion as separate from Judaism
or Christianity but rather as transcending them.
20. Zaragoza: one of the most important cities of the caliphate state. Ruled by al-Mutamin and
located in the Ebro River valley, it was in a strategic location between Christian and Moorish
powers.
21. Taifa, or caliphate: the cities and states ruled by Moorish caliphs.
22. tribute: basically extortion money, to keep rival powers from invading. King Ferdinand
demanded tribute from many Moorish cities. In exchange for their payment to him, he would not
attack them and would come to their defense if they were attacked by another power.
23. Five Pillars of Islam: the five specific duties every Muslim is required to fulfill during his life-
time. These are known as the Pillars of Faith. They are:
1. Reciting of the Shahada: Publicly proclaiming that “There is no God but Allah;
Muhammad is the prophet of Allah”
2. Salat: praying five times a day and attending the Friday religious services
3. Zakat: giving alms to the poor
4. Sawm: fasting during the holy month of Ramadan each year
5. hajj: going on a pilgrimage to Mecca, the birthplace of Muhammad. Devout
Muslims are required to do this at least once in their lives.
24. Ka’ba: the most sacred shrine in Islam,

located at the center of Mecca. A ritual
surrounding the Ka’ba is an important part
of the hajj.
25. jihad: a holy war. Many of the first con-

verts to Islam were those conquered by
caliphate states. Muslims who die in a
holy war are guaranteed a place in heaven.
26. Reconquista: The reconquest of Moorish territory by the Christian kingdoms of Spain. Begun
about 1083, it concluded with the conquest of Granada in 1492; it was the last of the Moorish
cities to fall.
5
Chapter 1
ISLAM: A MIGHTY POWER IS BORN

he legend is told in Spain of how the conquest of
T its Christian powers first began. In ancient times,

so the story goes, there was built a tall and mighty
tower in which was kept a dark secret. The king who built
the tower and knew the secret held within sealed it with a
great padlock and decreed that each of his successors must
take a vow not only to never enter the tower but to add a
padlock to it in his turn, thus keeping its secret preserved
ever more inviolate by each succeeding king.
Twenty-six kings came and went respecting his
wishes, and then to the throne came a rash and impulsive
young man named Roderic. Determined to penetrate the
secret of the tower, and against the advice of all his coun-
selors, he had the 27 padlocks opened. Once the door was
open, he entered the chamber within and climbed its long
spiral staircase. When he reached the top, he beheld a
mural painted on the walls all about him. The mural por-
trayed Arab horsemen with deadly scimitars fastened at
their belts, while they brandished spears held aloft.
Roderic was amazed at the sight and could not fath-
om what the mural meant. Was this the secret that had been so carefully kept all these years? If so, he
was not impressed. Then he saw in the middle of the room a table made of gold and silver set with
precious stones. Upon it were carved the words: “This is the table of King Solomon, son of David,
upon whom be peace.” An urn on the table contained a scroll of parchment. Roderic carefully
unrolled it and read the words, “Whenever this chamber is violated and the spell contained in this urn
is broken, then the people you see before you painted on these walls will most surely invade Spain,
overthrow its kings, and conquer the entire land.”
Roderic sat and held his head in despair. His disregard of his royal obligation would cost him his
kingdom, and this destiny was not his to bear alone, but all the Visigothic kings of Spain would fall by
his folly.
This story is preserved in both Christian and Muslim sources. For the Christians it meant that it
was all the careless Roderic’s fault that they were conquered. For the Muslims it meant that their con-
quest was decreed by prophecy and fate.
So how did this mighty power that would topple the Visigothic kings begin? The story is a
strange one. It all began with a young man named Muhammad, who was born in the prosperous trad-
ing city of Mecca about 570 A.D. Orphaned while young, he spent the first years of his life in poverty.
Muhammad was born a member of the noble Quraysh tribe, however, and was able to depend on the
charity of his kinsmen until he was old enough to earn his living as a camel driver and merchant. He
was so fair and honest in his dealings that he soon earned the name of al-Amin, the trustworthy.
Like Arab merchants for generations before him, Muhammad was able to profit from Arabia’s
position at the crossroads of Asia, Africa, and Europe. Arabia was crisscrossed with trading routes link-
ing the Arabian Peninsula with the Mediterranean and Indian Ocean. Muhammad traveled with camel
6
Social Studies Chapter 1
caravans along these routes and made several trading journeys as far as Syria. Exotic spices from the
east; rich textiles, such as silks from China; paper; steel; and new crops traveled along these routes.
When he was 25, Muhammad married his employer, a wealthy widow named Khadija, who had
been made rich by prosperous trading, and he suddenly had more time on his hands. Unlike many rich
merchants in his position, however, Muhammad spent his days and nights meditating in the hills
around Mecca. When he was about 40, he experienced a vision that would change his life—and the
future of the world.
Muhammad believed that the angel Gabriel came to him in a dream and ordered him to recite a
sacred verse. Muhammad became convinced, after this experience, that it was his duty and destiny to
bring God’s word to his fellow men.
In the beginning, only a few of Muhammad’s close relatives and friends believed in his vision
and accepted him as a prophet. In time, however, he gained more and more converts, and the rich men
of Mecca began to worry. They feared that the new religion would challenge their authority and ruin
the profitable pilgrimage trade that centered on the sacred shrine, the Ka’ba, located in the heart of
Mecca. The Ka’ba is a stone building that stands at the center of the Sacred Mosque at Mecca. It is a
sanctuary dedicated to God that Muslims believe dates back to the time of Adam. It is the holiest
shrine in Islam.
In 622, Muhammad’s followers were forced to flee Mecca for Medina, almost 200 miles away.
This event is called the hijra, or flight, which Muslims today consider the formal year of the founding
of their religion; as such, it marks the beginning of the Muslim calendar.
In Medina, Muhammad was accepted as a political and religious leader. He soon won many fol-
lowers, who followed him into battle against the people of Mecca. In 630, Muhammad reentered
Mecca triumphant and purified the Ka’ba by destroying all the idols that were housed inside. In an
amazing feat, within two years, he persuaded all the other cities and tribes of Arabia to yield to his
authority. For the first time, all the warring tribes of the peninsula acknowledged one authority, and all
the warring tribes of Arabia were united.
In 632, Muhammad died suddenly. With the news of his death, the new nation faced a crisis:
Who would succeed him? Muhammad was not only considered by his followers to be the last and
greatest of the prophets but also to be the model of what is best in men: in his family life, as a hus-
band and father; in his professional life, as a merchant, soldier, and statesman; and in his religious life,
as a prophet and reformer, he was the perfect example for his believers. Who could follow in such per-
fect footsteps?
A rift soon developed between rival factions. Many of his followers elected the prophet’s faithful
friend, Abu Bakr, as caliph, or successor, but others believed that the succession should be determined
by blood, and they followed Muhammad’s son-in-law, Ali, the husband of the prophet’s daughter
Fatima. The followers of Abu Bakr became Sunni Muslims, and the followers of Ali became Shi’i.
This division still separates followers of Islam today.
Despite this division, Abu Bakr held the tribes of Arabia together, and his successor, Umar,
actively engaged in a war of conquest. The armies of Islam seemed unstoppable. Its soldiers fought
with a ferocity and disregard for their own safety, encouraged by the belief that if they died fighting in
a jihad, their souls would go straight to Heaven. Within a hundred years after Muhammad’s death, his
followers had conquered the Persian Empire, which had existed for 1200 years and most of India, up to
the borders of China. They did not conquer the Byzantine Empire, but its borders were pushed far
back. Syria, Alexandria, and Egypt fell; by the end of the century, Muslims controlled the entire coast
7
Social Studies Chapter 1
of North Africa. Then in 711, the prediction made by the secret mural King Roderic saw painted on
the walls of the tower was fulfilled.
A Muslim commander, Jebel-el-Tariq, crossed the strait of Gibraltar into Spain. The name
Gibraltar comes from the Spanish interpretation of his name. Determined to succeed or die, he
marched forward at the head of 12,000 men. When he met Roderic’s army, he rallied his men with the
battle cry, “Before us lies the enemy; behind us lies the sea; we have only one choice, to win!”
Roderic’s army was soundly defeated, and, true to the legend of the mural, within three years the
Muslims, or Moors, as the Christians called them, had conquered all the way to the Pyrenees
Mountains.
Charles Martel and his army of
Franks stopped the Moorish
advance, and it was his grandson
Charlemagne kept the Moors in
Spain, by constant vigilance and
warfare along the mountain border.
In Spain, the Muslim Moors were
now in power and would remain in
power until they were expelled in
1492, true to the prophecy of the
tower.
8
EL CID TIMELINE
622
570
630
711 1083 1492
610
632
500 600 700 800 900 1000 1100 1200 1300 1400 1500
Match the events with their dates. Write the event’s letter in its date box.
A Reconquista begins.
B • Muhammad’s followers forced to flee to Mecca from Medina

• Beginning of the Muslim calendar
• Founding year of Islamic religion
C Muhammad dies, leaving a rift between the followers of Muhammad’s friend, Abu Bakr, and Ali, Muhammad’s son-in-law.
D Reconquista ends. Muslims are expelled from Spain, fulfilling the tower prophesy.
E Muhammad has a vision of the angel Gabriel and is inspired to spread God’s word to his fellow man.
F Muhammad returns to Mecca and destroys the idols in the Ka’ba.
G Muhammad is born in Mecca
H Jebel-el-Tariq’s army defeats King Roderic’s army, fulfilling the tower prophesy.
9
Activity Medieval Times
Map Analysis Chapter 1
MAP OF MEDIEVAL SPAIN

FRANCE
ASTURIAS Pyrenees Mountains
N
Leon
AT L A N T I C O C E A
Burgos Calahorra
Vivar ARAGON
Rivazon
er
Riv lon
Zaragoza
l
Ar
er
E
Ja
br
CASTILE o
Ri
Alcocer
ve
r
A
SE
Valencia
AL-ANDALUS
N
A
E
Cordoba
N
ada
A
Gran R R
GRANADA
T E
I
Gibraltar M ED
C CO
RO
MO
AFRICA
FOLLOW THE LEADER
El Cid traveled extensively through medieval Spain. Follow his travels by drawing a line from one
city to the next. Here is the order of his journey.
1. Vivar (birthplace)
2. Burgos (for training as a knight)
3. Alcocer (the siege of Alcocer)
4. Burgos (to get reinforcements for the battle)
5. Alcocer (the battle in which he meets al-Mutamin. He goes back and forth between
Burgos and Alcocer as Prince Sancho rules Alcocer.)
6. Calahorra (for the tournament)
7. Burgos (This was when he traveled wherever King Sancho was fighting King Alfonso, but
their base was in Burgos.)
8. Zaragoza (Rodrigo fights for al-Mutamin)
9. River Jalon (where Rodrigo leaves Gimena and his daughters)
10 10. Valencia (the siege and last battle)
Chapter 1
THE QUEST FOR EL CID

legend is a story that is
A based on the life of someone

who actually lived, and the
events of the story have some basis
in historical fact. The legend of El
Cid begins, like all legends, with a
real man, Rodrigo de Vivar. He was
born into a noble family and he
became a knight who served the
kings of Castile. He married the
noble Gimena, had two daughters,
fought in hundreds of battles,
endured banishment, conquered
Valencia, and he became friends
with the caliph of Zaragoza, al-
Mutamin, also a great soldier and a
brilliant scholar. The real al-
Mutamin wrote two famous books,
one on mathematics and one on
astrology.
The story is told that the Moors of Alcocer, a Muslim city that El Cid conquered, were so
impressed with Rodrigo’s treatment of them that they called him El Cid, the Lord, as a sign of respect.
Other stories report that he was not a benevolent lord at all and that those who disobeyed him found
his punishments harsh and swift.
The reason El Cid is the stuff of legends is that he fought in so many battles without getting
killed, and he defeated ben Yusuf, the leader of the Almoravide army that invaded Spain in 1086. Until
El Cid defeated him at Valencia, ben Yusuf had never lost a battle, and both sides had begun to think of
ben Yusuf as invincible. This important defeat of the Almoravides began the Reconquista, the recon-
quest of all the Moorish lands of Spain by Christian powers. This is El Cid’s greatest achievement. His
victory over the Almoravides tipped the balance of power in Spain. From that point on, the Christian
powers conquered city after city of the Moors. Oddly, for a man who lived such a violent life, the real
Rodrigo died peacefully in his bed in Valencia, not much of an ending for such a hero.
After El Cid’s death, his body was taken to the monastery of San Pedro de Cardena. There, the
legend began. Based on these legends, The Poem of the Cid, the finest epic poem to have survived
from medieval Spain, was written about 100 years after his death. The author of the poem is unknown
though some speculate that he may have been a friar at the monastery in Cardena. Although some of
the poem is based on fact, its main purpose is to portray the Cid as a hero, a man who is superior in
battle, possesses excellent qualities of leadership, religious devotion, family obligation, vassalage, gen-
erosity, courage, and devotion. These are the qualities the Cid displays that make him valor mas, a
man worth more than other men. The siege of Alcocer and some of the siege of Valencia come from
the poem.
11
Chapter 1
The burial of El Cid’s body at Cardena gave rise to a tomb cult there. It is probable that the
cult attracted jongleurs, or minstrels, who would have composed and written poems about El Cid for
the entertainment of visiting pilgrims, and so the Cid’s legend grew. The French playwright Corneille
used these stories to create the play El Cid, in which the plot of the Castilian Princess Uracca and
Gimena’s troubled love for him are dramatized. Perhaps the most memorable of these Cardena stories
is of El Cid leading his troops to battle even after his death.
The story you will read here draws from all these sources—both historic and literary—to create
an old, yet new, hero for your generation. As you read and discuss the story of El Cid, you will
become a part of preserving his legend.
12
Chapter 1
DRAMATIS PERSONAE
al-Mutamin (ahl-MOO-ta-min): The narrator of the story, he becomes the caliph of
Zaragoza. Spared by El Cid after the siege of Alcocer, he vows never to fight against
Rodrigo’s countrymen again. He fights by Rodrigo’s side at Valencia.
Rodrigo de Vivar, El Cid (Rod-REE-go day Vee-VAHR, ehl Sid): Based on the real
knight, who lived 1040–1099, he is noble, compassionate, and loyal. Through his
bravery and skill, he becomes the king’s champion. Banished by King Alfonso, he
serves Lord Mutamin, the Moorish caliph of Zaragoza, who becomes his closest
friend. Together, the two face the threat of ben Yusuf, the Almoravide emir, and save
Spain from conquest.
Don Diego Lainez (Dohn Dee-AY-go LINE-yez): Rodrigo’s father and a former lieutenant to King
Fernando. After he is humiliated by Count Gormaz, he calls upon Rodrigo to avenge his honor.
King Ferdinand I, King of Castile (Ka-STEEL): a daring warrior in his prime, he loves Rodrigo like
a son. He appoints Rodrigo his personal champion after Rodrigo defeats Don Martin at the tournament.
Before he dies, he divides his kingdom into three parts, setting off a civil war among his rival children.
Prince Sancho: King Ferdinand’s eldest son. Rodrigo serves as his squire until Sancho knights him on
the field of Alcocer. He has a special friendship with Rodrigo. The Prince hates his brother Alfonso,
however. After his father’s death, he wars with his siblings. He is killed by the treachery of one of
Alfonso’s knights working in collusion with ben Yusuf.
Prince Alfonso: Made wretched by Sancho’s ill treatment of him, he becomes subtle and treacherous.
When King Ferdinand dies, he is made king of Leon, and after Sancho’s death he becomes king of
Castile as well. After Sancho’s death, he learns from his mistakes and becomes the good king he was
meant to be.
Princess Uracca (Oo-RAH-kuh): In love with Rodrigo, she knows their love is
hopeless because he is not of her class. She hates Gimena and envies her the hap-
piness she has with Rodrigo.
Count Gormaz: the King’s champion before Rodrigo, and Gimena’s father. He is
arrogant, strong, and unforgiving. After he insults Don Diego, he is killed by
Rodrigo in a duel.
Gimena (Hee-MAY-na): Count Gormaz’s beautiful daughter and King Ferdinand’s

niece. She is beloved of Rodrigo, but after he kills her father, Gimena is honor
bound to avenge her father’s death. When Rodrigo is banished, she forgives him
and marries him.
King Ramiro: King of Aragon, he is constantly at war with his brother King
Ferdinand and with the Moorish caliph at Zaragoza. He proposes a contest for the
city of Calahorra in which his champion, Don Martin, is killed. 13
Chapter 1
THE KNIGHTS
Rodrigo: the red and black knight.

Called to fight Don Martin for the contest-
ed city of Calahorra
Vellido Dolphus (Vay-EE-doh DAHL-fus):

the green knight. From Asturias, he is de-
vious and cunning. He quickly ingratiates
himself with Prince Alfonso and teaches
the prince his treacherous ways. He de-
feats Fernando Ordonez at the tournament
by trickery and conspires with ben Yusuf to
kill King Sancho. He is killed by Rodrigo.
Don Martin (Dohn Mar-TEEN): the red and

yellow knight. King Ramiro’s champion, he
has killed 27 knights in armed combat.
Fernando Ordonez (Fur-NAN-doe

Or-DOHN-yez): Son of the wealthy Count
Ordonez, he fights with Rodrigo at the siege
of Alcocer. He is defeated by the trickery of
Vellido Dolphus at the tournament at Cala-
horra. When Rodrigo is banished, Fernando
joins him. Rodrigo entrusts the care of
Gimena and his daughters to Fernando, and
Fernando fights at Rodrigo’s side against
ben Yusuf.
Alberto del Mau (Al-BEHR-toe dehl Mah): the blue knight. The
youngest knight at the tournament, he is Fernando’s squire during
the battle for Alcocer. At the tournament, it is revealed that he is
not really Alberto but rather a peas-
ant who took Alberto’s identity
when he died as a young boy.
Determined to become a knight, he
follows through with his training.
Count Ordonez helps him escape
after he is arrested, and he also joins
Rodrigo when the latter is banished.
Father Jeronimo (Her-OH-nih-moh): the black and white knight. A

priest who joins El Cid to fight the Moors. After Rodrigo is banished, it
is he who performs the marriage ceremony between Rodrigo and
Gimena; he also joins him to fight at Valencia, where he is made bish-
op. After El Cid’s death, he goes on the First Crusade to the Holy Land.
Chapter 1
Alvar Fanez: A close friend of Rodrigo’s, he fights along side him at Valencia and is sent with tribute
to King Alfonso. Rodrigo has him bring Gimena and their daughters to Valencia.
Hermana (Er-MAH-nah): El Cid’s first horse, a brown Andalusian and

sister to Babieca.
Babieca (BAH-bee-EK-a):
Rodrigo’s faithful horse.
She carries him safely
from the field at Alcocer
and does so again when he
is attacked by Vellido’s
men. She is the fastest
horse in Spain, and the
most loyal. She carries El
Cid into battle even after
he is dead.
al-Quadir (ahl-kuh-DEER): The caliph of

Valencia. He plots with ben Yusuf to have
Prince Sancho killed. While his people
starve during the siege of Valencia, he lives
in luxury. He is thrown to his death by his
own people.
Mundhir al-Hayib: al-Mutamin’s rebel-

lious brother. Ruler of the fertile Huerta
lands north of Valencia. He joins forces
with al-Quadir to fight his brother.
Ben Yusuf (ben YOO-suf): The emir of the

Almoravides, the Islamic invaders from
Africa. His cruelty and tyranny are leg-
endary, and he has vowed to kill anyone
who stands in his way of conquering the
Iberian Peninsula, whether they are Moor or
Christian. His huge army has never been
defeated—until he meets El Cid at 15
Valencia.
El Cid: Chapter 1
CHAPTER 1: AL-MUTAMIN
“La ilaha illa Allah, Muhammad rasul Allah.
There is no God but Allah; Muhammad is the prophet of Allah.”
am called al-Mutamin, the Caliph of Zaragoza. I am what the
I Christians of my country call a Moor because over three hundred

years ago, my people came across the strait of Gibraltar from the
African city Morocco—hence the name Moor. We do not call ourselves
Moors but rather Muslims, which means that we are followers of Islam
and the prophet Muhammad, and the land we founded is al-Andalus—
and it is a pearl beyond price.
I have spent much of my life fighting. In my youth, my home
city of Zaragoza was often under attack, either by Christians from
Aragon and Castile or by rival Moorish caliphs from other cities, who
wanted the rich possessions of Zaragoza to enhance their own glory.
Zaragoza is located on the northern frontier of al-Andalus, the Moorish lands of Spain, and as such is
in a precarious position. In my long career as a soldier, there was one man I came to know well who
was different from all others. His name was Rodrigo de Vivar, or as we Muslims whom he befriended
called him, El Cid, the lord.
El Cid was a valiant knight; he was mighty in battle and an expert with the lance and sword.
When he was just nineteen years of age, he defeated the older and more experienced champions of
Castile and Aragon, proving his prowess. But this is not what made him remarkable—what set him
apart from other men was that he had the vision to be just and the courage to be merciful. I fought at El
Cid’s side in many battles and lived in his camp during the siege of Valencia. He was Spain’s greatest
knight; he saved the country when everyone thought it would fall to ben Yusuf and his Almoravide
army, but above all, he was my friend, and I am honor bound to tell his story before it vanishes into the
mists of time.
To understand the
friendship that grew between
El Cid and myself, it is
important to understand the
life I lived before our paths
crossed. I was born in
Zaragoza, a wealthy Muslim
city of which my father was
the caliph, al-Muqtadir. My
father was constantly at war
because Zaragoza is a Muslim
city in the middle of the Christian kingdom Aragon. One Christian king after another would try to con-
quer our city and claim it as his own, but none succeeded. Even rival Muslim cities tried to attack us.
Zaragoza was built on the Ebro River, so rival Moors would come by sea up the coast and then march
up the fertile Ebro Valley. In my youth we were attacked many times, but my father was a mighty war-
rior, and as such, he had engineered the city to withstand a siege, and so our city never fell.
16
El Cid: Chapter 1
As a child, I was trained in the arts of war. It was expected that, as the eldest son, I should fol-
low in my father’s footsteps and become a mighty soldier so that I could defend our people. But as I
grew, it became my will, as it became the will of my father, that I should travel to the capital of al-
Andalus, Cordoba, a seat of great learning, and attend the university there. It was understood that once
I received my education, I would return to Zaragoza and fulfill the duty as the future caliph, and since
my father was a wise man and realized that all the knowledge I gained at the madrasa would make me
a better and wiser king, I was granted permission to attend.
When I arrived in Cordoba, I was amazed at the city’s beauty. I thought, as the son of the
caliph, that my early life had been filled with luxury and that my city was great and powerful—what I
saw in Cordoba changed my perception of both. More than half a million people lived in the city, the
streets were paved, and in the hours of dusk
each evening the lamplighters would set the city
aglow. The houses were things of rare beauty
and luxury. They had balconies constructed of
the rarest marble for their inhabitants to cool
themselves in the summer and hot air ducts that
ran beneath the intricate mosaic floors to warm
them in the winter. There were gardens, foun-
tains, and orchards everywhere. Cordoba was
called “the jewel of the world,” and a beautiful
and costly jewel it was.
As a student, there was no place better than Cordoba
to study. It was the well of knowledge from which the
most educated of humanity came to drink. There were
dozens of libraries free for public use and seven hundred
mosques for worship. The entire city was educated. Both
boys and girls attended the eight hundred schools, and the
wise Caliph Hakim II had built twenty-seven public schools
for the education of the poor.
My studies included The
Qur’an, the sacred book of Islam.
The Qur’an contains the teachings of our prophet, Muhammad, as he pro-
claimed them to men.
Nearly five hundred years ago, Muhammad was born in the town of
Mecca. When he was forty years old, he had a revelation that the angel
Gabriel came to him while he was asleep and told him to recite the words,
“In the name of the Lord who created,

Created man from a clot of blood,
Recite! For thy Lord is most kind,
Who has taught by the pen,
Taught man what he did not know.”
17
El Cid: Chapter 1
After my Lord Muhammad had this vision, he felt as though these words were written on his
heart and that he had been called to proclaim Allah’s message to man. As he went about reciting the
revelations he received, his followers wrote them down on whatever came to hand: leaves, scraps of
bark, and even the blade bones of camels, but the main task of preserving the prophet’s words was
entrusted to the qurra, or reciters. It was the second caliph, Umar, who, fearing that the prophet’s
words might be lost if something catastrophic happened, such as all the qurra being killed in battle,
insisted that the prophet’s teachings be written down. This was completed twenty years after the
prophet’s death, in the 114 chapters, or surras, that became the Qur’an. The Qur’an is the holy book
of Islam; it contains the laws by which we live and govern, and within its writings are to be found the
answer to any question.
My people consider Muhammad “the Seal of the Prophets, the last and greatest of Allah’s mes-
sengers.” And to the faithful of my people, he is a model of all things: the perfect father, husband, sol-
dier, merchant, statesman, poet, and leader. But he is not worshipped; only Allah, the one God, is wor-
shipped.
Islam means “submission” to the will of Allah, as
revealed in the Qur’an. We believe that there is but one
God, Allah, and that he is served by angels and will, on
the Day of Judgment, assign men to Heaven or Hell,
according to how well they have lived. Through regular
prayer we express our love of Allah. Each day we pray
to Allah five times—first thing in the morning, around
midday, midafternoon, at dusk, and before going to bed.
Prayer is preceded by washing our hands, arms, ears,
nose, and feet. Our mosques usually have fountains for
this ritual washing. During my stay in Cordoba, I went to the mosque each morning to pray. There, I
found the light of its virtue and the peace of its shadows. Once inside, I would face the mihrab, which
shows the direction of Mecca, and bow and kneel as I recited the prayer:
In the name of Allah, the Merciful,
the Compassionate
Praise be to Allah, the Lord of the Worlds,
The Merciful One, the Compassionate One,
Master of the Day of Judgment.
Thee alone we serve, to Thee alone we cry for help.
Guide us in the straight path
The Path of them Thou hast blessed,
Not of those with whom Thou art angry
Nor of those who go astray.
Although the Christians regard us as heretics, we do not consider Islam a different religion, but
rather one that embraces and transcends Judaism and Christianity. Twenty-eight prophets are named in
the Qur’an, including Adam, Moses, David, and Jesus. We recognize Jews and Christians as dhimmi,
people of the book. Although Christians, Jews, and Muslims from all over Europe and Africa were
able to live together in harmony in Cordoba, outside the city, even with so many beliefs in common,
war has ever been the way between us, and sometimes I believe that there will never be peace.
18
El Cid: Chapter 1
Although the Qur’an formed a large part of my studies, there were

many other subjects that I pursued. Our belief at the madrasa, and through-
out the Muslim academic world, was that all knowledge can be circum-
scribed into one great whole and that the acquisition of knowledge is how
we come to know Allah; therefore, all subjects assume equal importance in
our pursuit of wisdom.
I studied mathematics and learned to measure the path of the stars
through the night sky with astronomy. Astrology taught me to read the
course of events Allah had determined for men written in the movements of
the stars and planets. I studied the works of the great astrologer, Abu-
Mashar, and learned how the moon controls the pull of the tides.
Alchemy taught me how to refine precious metals and measure changes
in weight and temperature. And although we never found the secret of
turning lead into gold, we did learn many other mysteries about the ele-
mental world. I read the tales of men who traveled the trade routes and
learned about distant lands such as Egypt, Persia, and India. I read the
works being compiled in the Mujam al-Buldan, the great geographical
dictionary that sought to name all the places of the earth. I studied maps
and atlases. I learned all about the coastlines of Iberia and Africa and
how my city might better prepare for attack. I studied agriculture and
engineering to learn new ways to better irrigate the fertile valley of
Zaragoza. I studied the scope of architecture and the intricacy of decora-
tion. I studied law that I might be a fair and just ruler. I wanted to learn
all that I could to help my people when I became their caliph. Cordoba
was the model of all that I wanted Zaragoza to be. If Cordoba was
Spain’s crowning jewel, then Zaragoza could be its scepter.
Of all my studies, however, it was the art of medicine that fascinated me most of all. The doc-
tors of Cordoba had studied all the medical knowledge of the Greeks, and they had improved on their
observations. The great physician Ibn-Sina, known to the Christians as Avicenna, had written forty-
three medical works, including al-Qanaun fit as-Tibb, the great canon of medicine. This great work
was an encyclopedia of a million words that summarized Greek, Syrian, Persian, and Arabic knowl-
edge. Ibn-Sina had also made many important observations of his own, which were included in his
books. He recognized, for example, that diet and climate have an important influence on health and
that emotional stress can produce physical illness. He observed that disease could be spread by water
and recommended that drugged wine could be used to relieve pain.
It was in the hospitals of Cordoba that I learned the skills of a surgeon
and how to mix herbs into medicines to ease and cure many ailments. The
hospital is where I would have liked to spend all my days, easing the suffering
of the sick and afflicted, but Allah had chosen another path for me. I went to
Cordoba to study when I was a boy of thirteen years. I returned to Zaragoza at
my father’s summon when I was twenty-three. I would have been happy to
continue my studies for many more years, but I had to return home when my
city was attacked by the Christian kingdom of Aragon. Leaving Cordoba
where all men, regardless of race or religion lived in harmony, was one of the
most difficult partings, of the many partings, that I would experience in my
19
El Cid: Chapter 1
life.
In the academic paradise that I had come to
know in Cordoba, I had almost forgotten the constant
wars of my childhood. But things had changed in my
city since I had been away. The once powerful fron-
tier city that I had known Zaragoza to be had weak-
ened in my absence. The taifas, or caliphate cities of
al-Andalus, had been at war among themselves, and
they were weakened by constant fighting. This made
the Christian kingdoms of Aragon and Castile an even
greater threat. And so it was with diplomacy that my
father avoided conquest this time. He had made an
agreement with Castile to pay them an annual tribute
of gold in exchange for their protection. This bargain
had kept the peace for many years, but in the summer
of 1062, the tide turned again, and Aragon was
encamped on the border of our neighboring city
Alcocer, poised for attack.
Once again it was time for me to pick up the
sword, and it was by the sword that I first met El Cid.
20
Reading Comprehension El Cid: Chapter 1
Read the following questions and circle the letter of the answer that best completes it.
1. Al-Mutamin is all of the following except

a. the emir of Valencia.
b. the caliph of Zaragoza.
c. called a Moor by the Christians of his country.
d. a follower of Islam.
2. Al-Mutamin feels honor bound to tell the story of El Cid because

a. it was Rodrigo’s last request.
b. El Cid was his friend, and he feels he must tell El Cid’s story before it vanishes.
c. al-Mutamin does not want the Christian storytellers to lie about what happened.
d. all valiant knights deserve to have their stories told.
3. The Moorish city Zaragoza is often under attack by

a. the Christian forces of Aragon.
b. the Christian forces of Castile.
c. rival Moorish caliphs.
d. all of the above
4. Al-Mutamin believes that the main thing that made Rodrigo remarkable was that
a. he was an exceptional soldier.
b. he was knighted when he was just nineteen.
c. he had the vision to be just and the courage to be merciful.
d. he was willing to fight at al-Mutamin’s side.
5. Al-Mutamin’s city, Zaragoza, never fell to the attacking enemies because

a. it was located in an area secure from attack.
b. there was no easy access to the city.
c. it had been engineered to withstand a siege.
d. it was a poor city and so was not attractive to rival powers.
6. The main reason al-Mutamin’s father sends him to Cordoba is

a. to keep al-Mutamin safe from the fighting.
b. so al-Mutamin can teach at the madrasa there.
c. so that through the knowledge al-Mutamin gains at the madrasa, he will become a better
leader for his people.
d. experience the luxury of the greatest city in Europe.
7. What al-Mutamin loves most about Cordoba is

a. its famous madrasa.
b. its magnificent buildings.
c. that even the poor are educated.
d. that Christians, Muslims, and Jews all study together in an academic paradise.
1.1
Reading Comprehension El Cid: Chapter 1
8. The main reason the Qur’an formed such a large part of al-Mutamin’s studies is because
a. he is interested in the history of Muhammad.
b. he is impressed with the poetry of the surras.
c. he plans to become a religious leader and preach the word of Allah.
d. it is the most important book in the Muslim religion, and Muslims believe that within its
pages are contained the answers to all questions.
9. Muhammad believed that he was called as a prophet to preach God’s word when
a. he wandered the hills around Mecca meditating.
b. he had a vision in which the angel Gabriel appeared to him and told him to recite.
c. he had more free time when he married a wealthy wife.
d. he visited the Ka’ba.
10. At Cordoba, al-Mutamin shows his submission to Allah by doing all of the following except
a. fighting in a jihad.
b. studying the Qur’an.
c. praying five times a day.
d. washing at the fountain before he enters the mosque.
11. Al-Mutamin studied many subjects in Cordoba for all of the following reasons except
a. he believed that all knowledge can be circumscribed into one great whole, so all subjects
have equal importance.
b. he believed that the more learning he had, the better he would be able to serve his people
when he became the caliph of Zaragoza.
c. his father did not want him to waste his time on medicine, his only interest.
d. Cordoba was an academic paradise, where knowledge on all known subjects was readily
available.
12. Al-Mutamin would have liked to stay in Cordoba and

a. avoid helping his father fight in the constant wars of Zaragoza.
b. avoid the responsibility of becoming the caliph.
c. become a doctor and attend to the afflicted.
d. become a famous astrologer.
13. Al-Mutamin had to leave Cordoba when

a. he was called home to fight against Aragon.
b. he had finished his studies.
c. it was conquered by the Christians of Castile.
d. it was conquered by ben Yusuf.
1.2
Vocabulary Medieval Times
El Cid: Chapter 1
Here are some vocabulary in context practice exercises. Remember, context is the rest of the sentence
or paragraph, which gives you clues to the word’s meaning. Context clues may include synonyms,
antonyms, or a general sense of meaning.
Read the following sentences and see if you can figure out the meaning of the underlined vocabulary
words from the context. The sentences are listed in the order they appear in the story, so if you want
more context clues, you can look them up. Also, name the part of speech of each vocabulary word as it
is used in the sentence. When you finish, check your answers in the dictionary, and then write your
own sentence using the vocabulary word.
1. In my youth, my home city of Zaragoza was often under attack, either by Christians from Aragon
and Castile or by rival Moorish caliphs from other cities, who wanted the rich possessions of
Zaragoza to enhance their own glory.
a. wealthy b. allied c. competing d. obscure
part of speech:
sentence:
2. Zaragoza is located on the northern frontier of al-Andalus, the Moorish lands of Spain, and as
such is in a precarious position.
a. western region b. land c. kingdom d. border
part of speech:
sentence:
3. Zaragoza is located on the northern frontier of al-Andalus, the Moorish lands of Spain, and as
such is in a precarious position.
a. secure b. unsafe c. prime d. fortunate
part of speech:
sentence:
4. El Cid was a valiant knight; he was mighty in battle and an expert with the lance and sword.
a. courageous b. violent c. skillful d. cautious
part of speech:
sentence:
5. When he was just nineteen years of age, he defeated the older and more experienced champions
of Castile and Aragon, proving his prowess.
a. power b. skill c. youth d. experience
part of speech:
sentence:
6. I thought, as the son of the caliph, that my early life had been filled with luxury and that my city
was great and powerful—what I saw in Cordoba changed my perception of both.
a. discernment b. will c. curiosity d. ability
part of speech:
sentence: 1.3
El Cid: Chapter 1
7. The Qur’an contains the teachings of our prophet, Muhammad, as he proclaimed them to men.
a. suggested b. contrived c. announced d. lost
part of speech:
sentence:
8. When he was forty years old, he had a revelation that the angel Gabriel came to him while he
was asleep and told him to recite the words....
a. divine vision b. divine prayer c. conclusion d. concealment
part of speech:
sentence:
9. It was the second caliph, Umar, who, fearing that the prophet’s words might be lost if something
catastrophic happened, such as all the qurra being killed in battle, insisted that the prophet’s
teachings be written down.
a. surprising b. disastrous c. confusing d. compelling
part of speech:
sentence:
10. Islam means “submission” to the will of Allah, as revealed in the Qur’an.
a. resistance b. verification c. revelation d. obedience
part of speech:
sentence:
11. During my stay at Cordoba, I went to the mosque each morning to pray. There, I found the light
of its virtue and the peace of its shadows.
a. lamp b. questions c. goodness d. deceit
part of speech:
sentence:
12. Although the Christians regard us as heretics, we do not consider Islam a different religion, but
rather one that embraces and transcends Judaism and Christianity.
a. friends b. infidels c. colleagues d. curiosities
part of speech:
sentence:
13. Although the Christians regard us as heretics, we do not consider Islam a different religion, but
rather one that embraces and transcends Judaism and Christianity.
a. surpasses b. excludes c. contradicts d. loves
part of speech:
sentence:
1.4
El Cid: Chapter 1
14. Although Christians, Jews, and Muslims from all over Europe and Africa were able to live
together in harmony in Cordoba, outside the city, even with so many beliefs in common, war has
ever been the way between us....
a. discord b. discontent c. anonymity d. accord
part of speech:
sentence:
15. Our belief at the madrasa, and throughout the Muslim academic world, was that all knowledge
can be circumscribed into one great whole and that the acquisition of knowledge is how we come
to know Allah; therefore, all subjects assume equal importance in our pursuit of wisdom.
a. encompassed b. divided c. found d. confounded
part of speech:
sentence:
16. I studied the scope of architecture and the intricacy of decoration.

a. usage b. freedom c. complexity d. simplicity
part of speech:
sentence:
17. It was in the hospitals of Cordoba that I learned the skills of a surgeon and how to mix herbs into
medicines to ease and cure many ailments.
a. people b. diseases c. ambitions d. comforts
part of speech:
sentence:
18. In the academic paradise that I had come to know in Cordoba, I had almost forgotten the constant
wars of my childhood.
a. school b. madrasa c. city d. heaven
part of speech:
sentence:
19. And so it was with diplomacy that my father avoided conquest this time. He had made an agree-
ment with Castile to pay them an annual tribute of gold in exchange for their protection.
a. negotiation b. force c. warfare d. contemplation
part of speech:
sentence:
20. This bargain had kept the peace for many years, but in the summer of 1062, the tide changed
again, and Aragon was encamped on the border of our neighboring city Alcocer, poised for
attack.
a. reluctant b. hovering c. ambitious d. satisfied
part of speech:
sentence:
1.5
Discussion Questions El Cid: Chapter 1
DISCUSSION QUESTIONS FOR CHAPTER 1

1. Why is Zaragoza’s location dangerous? What makes it attractive to attacking armies? Why do
you suppose both Muslims and Christians attack the city? How does this show that warfare was
not simply religious in nature?
2. Why does al-Mutamin feel honor bound to tell Rodrigo’s story? Why does al-Mutamin think that
Rodrigo was an exceptional man? Why might mercy and justice be unusual traits in a society
based on warfare? What is unusual about Rodrigo’s friendship with al-Mutamin? What does this
reveal about both men?
3. What made Cordoba such an exceptional city? Why do you think religious tolerance was
encouraged there? How might religious tolerance have allowed the city to become “the jewel of
the world”?
4. Why was al-Mutamin sent to Cordoba? Why do you think that he studied so many subjects? Do
you think that people learn more when they study one subject in depth or when they study a wide
variety of subjects? Explain your answer. How might the things al-Mutamin studied at the
madrasa help him become a better leader for his people? Why is he called back to Zaragoza?
5. How did Islam begin? What things does Islam have in common with Christianity and Judaism?
What is meant by the idea that Islam transcends Judaism and Christianity? Why do you think,
with so much in common, that there has always been war among Christians, Jews, and Muslims?
How is this war continued in our world today? Do you agree with al-Mutamin that there will
never be peace? Why or why not? How might peace be achieved?
1.6
Writing Medieval Times
Research Report El Cid: Chapter 1
There are three major steps in writing a research report:
1. ASK important questions about your topic. NN

2. RESEARCH information about your topic. 3. CO ECT
ESEARCH
3. CONNECT the information you gather into a well-organized 2. R
written report. 1. ASK
Writing Situation: You know from the reading in Chapter 1 that the
ARC
Muslims made significant contributions to world civilization in the
areas of science, geography, mathematics, philosophy, medicine, art,
and literature. Al-Mutamin was a model of the Moorish scholar who’s goal
it was to be educated in all areas of art and science.
Directions for Writing: Research one of the leaders listed below in the areas of art, science, or govern-
ment. Use at least one Internet source in your research; then connect your ideas and write your find-
ings in a research report.
Medicine
Ibn-Sina (also known as Avicenna), 980–1037
A highly skilled physician and author of over three hundred books, he wrote a comprehensive
summary of the medical knowledge of his times.
Ibn-al-Nafis, died 1288
The head of the hospital in Cairo, he was the first known scientist to discover the circulation of
the blood.
Al-Zahrawi, died 1013
Known by Christians as Abulcasis, a gifted surgeon, he wrote a book that summarized all surgical
knowledge of the day, including a description of surgical methods and instruments, many of
which he designed himself.
Al-Haytam
Muslim scientists of the era did extensive research into the study of optics and how the eye
works. Al-Haytam explored such natural phenomena as rainbows, eclipses, mirages, and optical
illusions.
Astronomy and Astrology

Abu-Mashar, died 896
Discovered the relationship between the moon and the tides.
Religion
Al-Ghazzali, 1058–1111
A teacher, pilgrim, and religious scholar, he wrote the masterpiece of Islam, Ihya’ Ulum al-Din
(The Revival of the Science of Religion)
Philosophy
Ibn-Rushd 1126–1198
Born in Cordoba, he studied the works of the Greek philosopher Aristotle and believed that reli-
gious truths could be reconciled with reason. 1.7
Literature
Omar Khayyam, died 1123
The most famous poet of Islam, author of the Rubiyyat.
Travel and Geography

Ibn-Battuta, 1304–1377
Traveled over 75,000 miles on his hajj and wrote the accounts of his travels in his book, in which
he described the laws and customs of the many peoples he saw and lived with.
History and Sociology

Ibn-Khaldun, 1332–1406
Involved in the turbulent politics of North Africa, he used his experience and knowledge of histo-
ry to compile The Muqadimmah, which describes the history of the world and the theories behind
the rise and fall of various civilizations.
Warfare and Statesmanship

Saladin, 1138–1193
A brave and chivalrous warrior, Saladin united Egypt, Syria, and Iraq. He defeated the members
of the Third Crusade, and even though he maintained Islamic control of Jerusalem, he allowed
pilgrims of all faiths to visit their holy places in peace.
Suleyman the Magnificent, 1495–1566
He ruled the Ottoman Empire for half a century, conquering Rhodes, Hungary, and Iraq. He
gained control over the Mediterranean, North Africa, and the Red Sea. His empire was one of
the wealthiest and most sumptuous the world has ever known.
Architecture
Sinan, 1489–1588
He designed more buildings than any other architect. Originally a soldier in the army of
Suleyman the Magnificent, he designed forts and bridges for military use. At 49, he became the
royal architect and restored two of the world’s most sacred shrines, the Dome of the Rock and
the Wailing Wall.
After you have chosen someone to write about, the next step is to formulate questions to ASK such as:
1. What are the origins of Islam?

2. What beliefs did Muslims develop about the importance of education?
3. In what parts of the world did Islam flourish when the subject you selected to research
lived?
4. Where was he born? What was his childhood like?
5. Where did he receive his education?
6. What significant contributions did he make?
7. What was his most significant contribution?
8. How did his contribution affect the world in which he lived?
9. How does his contribution affect the world in which we live today?
1.8
GATHERING GRID
RESEARCH the questions about the leader that you have chosen, and write the information in the
spaces provided.
QUESTION Answer Source
What beliefs did Muslims

develop about the importance
of education?
In what parts of the world did

Islam flourish when the sub-
ject you selected to research
lived?
Where was he born? What

was his childhood like?
Where did he receive his edu-
cation?
What significant contributions

did he make? What was his
most significant contribution?
How did his contribution

affect the world in which he
lived?
How does his contribution

affect the world in which we
live today?
1.9
After you have researched your answers to these questions, it is time to CONNECT your ideas and
organize your essay as follows:
I. Introduce your topic: Describe its beliefs in the importance of education, and explain how those
beliefs led to Muslim contributions in art and science. Introduce your subject and then explain
what significant contribution he made.
II. Describe your subject’s early years: where and when he was born and into what circumstances.
III. Describe your subject’s education, and explain how it affected his choice of academic pursuit.
IV. Explain your subject’s contributions, and analyze how they affected the world in which he lived.
V. Summarize the contributions of Islamic scholars, and describe how your subject’s contribution
changed the world in which we live.
1.10

The Legend of El Cid: Presents

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The Legend of El Cid: Presents

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presents

The Legend of El Cid

Copyright © by Medieval Times® 2003

Printed September 2003

I. Introduction: Medieval Times . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-2

Appendix A: California State Standards for Grade Seven . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A.1-A.7

and was able to help establish a small Christian stronghold at the

We hope that Rodrigo’s story will help prepare you for

2. Allah: the name of the one God of Islam

3. Mecca: the birthplace of the prophet Muhammad. It is con-

4. Muhammad: the most important prophet of Islam. Born

6. Shi’i Muslims: Muslims who believe that religious leaders should

7. al-Andalus: the Moorish

8. Caliph: means “successor” in Arabic. Very much like

9. Emir: similar to an emperor, he rules over a confedera-

10. Almoravides: a group of Islamic fundamentalists who

Moors considered them ignorant and barbaric. Their

11. Cordoba: the capital city of Moorish Spain, it was the

12. madrasa: originally the student quarters in a mosque.

13. mosaic: an intricate pattern formed by tiles

14. mosque: comes from the Arabic word masjid, meaning “a

15. mihrab: an alcove in a mosque’s wall, it indicates the

16. minaret: a tower usually built on the outside of a

17. Qur’an (often spelled Koran): considered by

24. Ka’ba: the most sacred shrine in Islam,

25. jihad: a holy war. Many of the first con-

ISLAM: A MIGHTY POWER IS BORN

T its Christian powers first began. In ancient times,

B • Muhammad’s followers forced to flee to Mecca from Medina

F Muhammad returns to Mecca and destroys the idols in the Ka’ba.

G Muhammad is born in Mecca

MAP OF MEDIEVAL SPAIN

THE QUEST FOR EL CID

A based on the life of someone

Gimena (Hee-MAY-na): Count Gormaz’s beautiful daughter and King Ferdinand’s

Rodrigo: the red and black knight.

Vellido Dolphus (Vay-EE-doh DAHL-fus):

Don Martin (Dohn Mar-TEEN): the red and

Fernando Ordonez (Fur-NAN-doe

Father Jeronimo (Her-OH-nih-moh): the black and white knight. A

Hermana (Er-MAH-nah): El Cid’s first horse, a brown Andalusian and

al-Quadir (ahl-kuh-DEER): The caliph of

Mundhir al-Hayib: al-Mutamin’s rebel-

Ben Yusuf (ben YOO-suf): The emir of the

I Christians of my country call a Moor because over three hundred

“In the name of the Lord who created,

Although the Qur’an formed a large part of my studies, there were

1. Al-Mutamin is all of the following except

2. Al-Mutamin feels honor bound to tell the story of El Cid because

3. The Moorish city Zaragoza is often under attack by

5. Al-Mutamin’s city, Zaragoza, never fell to the attacking enemies because

6. The main reason al-Mutamin’s father sends him to Cordoba is

7. What al-Mutamin loves most about Cordoba is

12. Al-Mutamin would have liked to stay in Cordoba and

13. Al-Mutamin had to leave Cordoba when

16. I studied the scope of architecture and the intricacy of decoration.

DISCUSSION QUESTIONS FOR CHAPTER 1

There are three major steps in writing a research report:

1. ASK important questions about your topic. NN

Astronomy and Astrology

Travel and Geography

History and Sociology