‫ﺗﺎﺭﻳﺦ‬

‫ﺻﻨﻒ ‪8‬‬

‫ﺗﺎﺭﻳﺦ ﺻﻨﻒ ‪8 8‬‬

‫ﻛﺘﺎﺏ ﻫﺎﻯ ﺩﺭﺳﻰ ﻣﺘﻌﻠﻖ ﺑﻪ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﺑﻮﺩﻩ ﺧﺮﻳﺪ ﻭ‬

‫ﻓﺮﻭﺵ ﺁﻥ ﺩﺭ ﺑﺎﺯﺍﺭ ﺟﺪﺍ ً ﻣﻤﻨﻮﻉ ﺍﺳﺖ‪ .‬ﺑﺎ ﻣﺘﺨﻠﻔﻴﻦ ﺑﺮﺧﻮﺭﺩ‬
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 ‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻴﻨﻴﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪ ،‬ﺗﺮﺑﻴﺔ‬
‫ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‬
‫ﺭﻳﺎﺳﺖ ﻋﻤﻮﻣﻰ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‬
‫ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬

‫ﺗـﺎرﻳــﺦ‬
‫‪請‬ﻨﻒ ﻫﺸﺘﻢ‬

‫ﺍﻟﻒ‬

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 ‫ﻣﺆﻟﻔﺎﻥ‪:‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﻓﺎﺭﻭﻕ ﺍﻧﺼﺎﺭﻱ‬
‫‪ -‬ﺳﺮ ﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻐﻴﺎﺙ ﻏﻮﺭﻯ‬
‫‪ -‬ﭘﻮﻫﻨﻴﺎﺭ ﺍﻧﻴﺴﻪ ﻣﺤﻤﻮﺩ ﻋﻤﺮ‬
‫‪ -‬ﻣﻌﺎﻭﻥ ﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻤﺎﻟﻚ ﻋﺎﺑﺪ‬
‫‪ -‬ﻣﻌﺎﻭﻥ ﻣﺆﻟﻒ ﻣﺤﻤﺪ ﺣﺴﻴﻦ ﺍﺣﻤﺪﺯﻯ‬

‫ﺍﺩﻳﺘﻮﺭ ﻣﺴﻠﻜﻰ‪:‬‬
‫‪ -‬ﭘﻮﻫﻨﻮﺍﻝ ﻣﺤﻤﺪ ﺭﺳﻮﻝ ﺑﺎﻭﺭﻯ‬
‫ﺍﺩﻳﺘﻮﺭ ﺯﺑﺎﻧﻰ‪:‬‬
‫‪ -‬ﭘﻮﻫﻨﻮﺍﻝ ﺷﺠﺎﻉ ﺍﻟﺪﻳﻦ ﺧﺮﺍﺳﺎﻧﻲ‬

‫ﻛﻤﻴﺘﺔ ﺩﻳﻨﻰ‪ ،‬ﺳﻴﺎﺳﻰ ﻭ ﻓﺮﻫﻨﮕﻰ‪:‬‬

‫‪ -‬ﺩﻛﺘﻮﺭ ﻋﺒﺪﺍﻟﺼﺒﻮﺭ ﻓﺨﺮﻯ‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﻣﺤﻤﺪ ﻳﻮﺳﻒ ﻧﻴﺎﺯﻯ ﻣﺸﺎﻭﺭ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﻭ ﻣﺴﺆﻭﻝ ﭘﺮﻭژﺓ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫‪ -‬ﺣﺒﻴﺐ ﺍﷲ ﺭﺍﺣﻞ ﻣﺸﺎﻭﺭ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﺩﺭ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬

‫ﻛﻤﻴﺘﺔ ﻧﻈﺎﺭﺕ‪:‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺍﺳﺪﺍﷲ ﻣﺤﻘﻖ ﻣﻌﻴﻦ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪ ،‬ﺗﺮﺑﻴﻪ ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‪.‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺷﻴﺮ ﻋﻠﻰ ﻇﺮﻳﻔﻰ ﻣﺴﺆﻭﻝ ﭘﺮﻭژﻩ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫‪ -‬ﻣﻌﺎﻭﻥ ﺳﺮﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻈﺎﻫﺮ ﮔﻠﺴﺘﺎﻧﻰ ﺭﺋﻴﺲ ﻋﻤﻮﻣﻰ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬

‫ﻃﺮﺡ ﻭ ﺩﻳﺰﺍﻳﻦ‪:‬‬
‫‪ -‬ﺣﻤﻴﺪ ﺍﷲ ﻏﻔﺎﺭﻯ‬

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 ‫ﺳﺮود ﻣﻠﯽ‬

‫دا ﻋﺰت د ﻫـــﺮ اﻓـــﻐﺎن دى‬ ‫دا وﻃﻦ اﻓﻐﺎﻧﺴﺘـــﺎن دى‬

‫ﻫﺮ ﺑﭽﯽ ﻳ‪ ３‬ﻗﻬﺮﻣـــــﺎن دى‬ ‫ﮐﻮر د ﺳﻮﻟ‪ ３‬ﮐﻮر د ﺗﻮرې‬

‫د ﺑـــــــﻠﻮ＇ــــﻮ د ازﺑﮑـــــﻮ‬ ‫دا وﻃﻦ د ！ﻮﻟﻮ ﮐـﻮر دى‬

‫د ﺗــــــﺮﮐﻤﻨــــﻮ د ﺗﺎﺟﮑــــﻮ‬ ‫د ﭘ‪＋‬ﺘــــﻮن او ﻫﺰاره وو‬

‫ﭘـــﺎﻣﻴــﺮﻳﺎن‪ ،‬ﻧﻮرﺳﺘﺎﻧﻴــــﺎن‬ ‫ورﺳﺮه ﻋﺮب‪－ ،‬ﻮﺟــﺮ دي‬

‫ﻫـــﻢ اﻳﻤـــﺎق‪ ،‬ﻫﻢ ﭘﺸـﻪ ‪４‬ﺎن‬ ‫ﺑﺮاﻫﻮي دي‪ ،‬ﻗﺰﻟﺒﺎش دي‬

‫ﻟـــﮑــﻪ ﻟﻤــﺮ ﭘﺮ ﺷﻨﻪ آﺳﻤـﺎن‬ ‫دا ﻫﻴـــﻮاد ﺑﻪ ﺗﻞ ‪＄‬ﻠﻴ‪８‬ي‬

‫ﻟـــﮑـــﻪ زړه وي ﺟــﺎوﻳﺪان‬ ‫ﭘﻪ ﺳﻴﻨــﻪ ﮐ‪ ３‬د آﺳﻴـــﺎ ﺑﻪ‬

‫واﻳﻮ اﷲ اﮐﺒﺮ واﻳﻮ اﷲ اﮐﺒﺮ‬ ‫ﻧﻮم د ﺣﻖ ﻣﻮ دى رﻫﺒـــﺮ‬

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 ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﭘﻴﺎﻡ ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻠﻤﺎﻥ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ‪،‬‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﺍﺳﺎﺱ ﺍﻧﻜﺸﺎﻑ ﻭ ﺗﻮﺳﻌﺔ ﻫﺮ ﻛﺸﻮﺭ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ ،‬ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻳﻜﻰ ﺍﺯ ﻋﻨﺎﺻﺮ ﻣﻬﻢ‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﻣﻄﺎﺑﻖ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻣﻌﺎﺻﺮ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻭﺿﻊ ﻣﻰﮔﺮﺩﺩ‪ ،‬ﻭﺍﺿﺢ‬
‫ﺍﺳﺖ ﻛﻪ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺣﺎﻝ ﺗَ َﻄ ﱡﻮﺭ ﻣﻰﺑﺎﺷﺪ؛ ﺑﻨﺎ ًء ﻻﺯﻡ ﺍﺳﺖ ﻧﺼﺎﺏ‬
‫ﺗﻌﻠﻴﻤﻰ ﻧﻴﺰ ﺑﻪ ﺻﻮﺭﺕ ﻋﻠﻤﻰ ﻭ ﺩﻗﻴﻖ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻟﺒﺘﻪ ﻧﺒﺎﻳﺪ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺗﺎﺑﻊ ﺗﻐﻴﻴﺮﺍﺕ ﺳﻴﺎﺳﻰ‪،‬‬
‫ﻧﻈﺮﻳﺎﺕ ﻭ ﺗﻤﺎﻳﻼﺕ ﺍﺷﺨﺎﺹ ﮔﺮﺩﺩ‪.‬‬
‫ﻛﺘﺎﺑﻰ ﻛﻪ ﺍﻣﺮﻭﺯ ﺩﺭ ﺩﺳﺘﺮﺱ ﺷﻤﺎ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺑﻨﺎﺑﺮ ﻫﻤﻴﻦ ﻣﺸﺨﺼﺎﺕ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻋﻠﻤﻰ ﻣﻔﻴﺪ ﺩﺭ ﺁﻥ ﺍﺿﺎﻓﻪ ﺷﺪﻩ‪ ،‬ﻓﻌﺎﻝ ﻧﮕﻪ ﺩﺍﺷﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺟﺰء ﭘﻼﻥ ﺗﺪﺭﻳﺲ ﮔﺮﺩﻳﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺍﻣﻴﺪﻭﺍﺭﻡ ﺗﺪﺭﻳﺲ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵﻫﺎﻯ ﺁﻣﻮﺯﺵ ﻓﻌﺎﻝ ﻣﻄﺎﺑﻖ ﺭﻫﻨﻤﻮﺩ ﻫﺎ ﻭ ﭘﻼﻥ ﺗﻌﻠﻴﻤﻰ ﺗﻌﻴﻴﻦ‬
‫ﺷﺪﻩ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ ،‬ﻭ ﺍﻭﻟﻴﺎﻯ ﺷﺎﮔﺮﺩﺍﻥ ﻧﻴﺰ ﺩﺭ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﺑﺎ ﻛﻴﻔﻴﺖ ﺩﺧﺘﺮﺍﻥ ﻭ ﭘﺴﺮﺍﻥ ﺧﻮﺩ ﻫﻤﻜﺎﺭﻯ‬
‫ﻣﺘﺪﺍﻭﻡ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺗﺎ ﺍﻫﺪﺍﻑ ﻭ ﺁﺭﺯﻭﻫﺎﻯ ﻧﻈﺎﻡ ﻣﻌﺎﺭﻑ ﺑﺮﺁﻭﺭﺩﻩ ﮔﺮﺩﻳﺪﻩ‪ ،‬ﻧﺘﺎﻳﺞ ﻭ ﺩﺳﺖ ﺁﻭﺭﺩﻫﺎﻯ ﺧﻮﺑﻰ ﺑﺮﺍﻯ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻭ ﻛﺸﻮﺭ ﻣﺎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺎﻭﺭ ﺩﺍﺭﻡ ﻛﻪ ﻣﻌﻠﻤﺎﻥ ﮔﺮﺍﻧﻘﺪﺭ ﻣﺎ ﺩﺭ ﺗﻄﺒﻴﻖ ﻣﺆﺛﺮ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﺴﺆﻭﻟﻴﺖ ﺧﻮﺩ ﺭﺍ ﺻﺎﺩﻗﺎﻧﻪ ﺍﺩﺍ ﻣﻰﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﻫﻤﻮﺍﺭﻩ ﺗﻼﺵ ﻣﻰ ﻧﻤﺎﻳﺪ ﺗﺎ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﻌﺎﺭﻑ ﻣﻄﺎﺑﻖ ﺍﺳﺎﺳﺎﺕ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ‪ ،‬ﺣﺲ‬
‫ﻭﻃﻦ ﺩﻭﺳﺘﻰ ﻭ ﻣﻌﻴﺎﺭ ﻫﺎﻯ ﻋﻠﻤﻰ ﺑﺎ ﺩﺭ ﻧﻈﺮﺩﺍﺷﺖ ﻧﻴﺎﺯﻣﻨﺪﻯ ﻫﺎﻯ ﻣُﺒﺮﻡ ﺟﺎﻣﻌﺔ ﻣﺎ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻋﺮﺻﻪ ﺍﺯ ﺗﻤﺎﻡ ﺷﺨﺼﻴﺖﻫﺎﻯ ﻋﻠﻤﻰ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﻛﺸﻮﺭ ﻭ ﺍﻭﻟﻴﺎﻯ ﻣﺤﺘﺮﻡ ﺷﺎﮔﺮﺩﺍﻥ‬
‫ﺗﻤﻨﺎ ﺩﺍﺭﻡ‪ ،‬ﺗﺎ ﺑﺎ ﺍﺭﺍﺋﺔ ﻧﻈﺮﻳﺎﺕ ﻭ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ ﺳﺎﻟﻢ ﻭ ﻣﻔﻴﺪ ﺧﻮﻳﺶ ﻣﺆﻟﻔﺎﻥ ﻣﺎ ﺭﺍ ﺩﺭ ﺑﻬﺒﻮﺩ ﺑﻴﺸﺘﺮ ﺗﺄﻟﻴﻒ ﻛﺘﺐ‬
‫ﺩﺭﺳﻰ ﻳﺎﺭﻯ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﺯ ﻫﻤﺔ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻰ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﺍﻳﻦ ﻛﺘﺎﺏ ﺳﻬﻢ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﻣﺆﺳﺴﺎﺕ ﻣﺤﺘﺮﻡ ﻣﻠﻰ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻰ‬
‫ﻭ ﺳﺎﻳﺮ ﻛﺸﻮﺭ ﻫﺎﻯ ﺩﻭﺳﺖ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺪﻭﻳﻦ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺟﺪﻳﺪ ﻭ ﻃﺒﻊ ﻭ ﺗﻮﺯﻳﻊ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻫﻤﻜﺎﺭﻯ ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﺻﻤﻴﻤﺎﻧﻪ ﺍﻇﻬﺎﺭ ﺍﻣﺘﻨﺎﻥ ﻭ ﻗﺪﺭﺩﺍﻧﻰ ﻣﻰﻧﻤﺎﻳﻢ‪.‬‬

‫ﻭ ﻣﻦ ﺍﷲ ﺍﻟﺘﻮﻓﻴﻖ‬
‫ﻓﺎﺭﻭﻕ ﻭﺭﺩگ‬
‫ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬

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‫‪12 -1‬‬ ‫ﻓﺼﻞ ﺍﻭﻝ‪ :‬ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﺍﺳﻼﻡ‬
‫ﺩﺭﺱ ﺍﻭﻝ‪ :‬ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺩﺭﺱ ﺩﻭﻡ‪ :‬ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺩﻭﺭﻩ ﺍﻣﻮﻯ ﻫﺎ‬
‫ﺩﺭﺱ ﺳﻮﻡ‪ :‬ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺩﻭﺭﻩ ﻋﺒﺎﺳﻰ ﻫﺎ‬
‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‪ :‬ﺗﺄﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﺍﻋﺮﺍﺏ ﻣﺴﻠﻤﺎﻥ ﻭ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﺮ ﻳﻜﺪﻳﮕﺮ‬
‫‪28 -13‬‬ ‫ﻓﺼﻞ ﺩﻭﻡ‪ :‬ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻣﺴﺘﻘﻞ ﺍﺳﻼﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺩﺭﺱ ﭘﻨﺠﻢ‪ :‬ﻃﺎﻫﺮﻳﺎﻥ‪ ،‬ﺻﻔﺎﺭﻳﺎﻥ ﻭ ﺳﺎﻣﺎﻧﻴﺎﻥ‬
‫ﺩﺭﺱ ﺷﺸﻢ‪ :‬ﻏﺰﻧﻮﻳﺎﻥ ﻭ ﺳﻠﺠﻮﻗﻴﺎﻥ‬
‫ﺩﺭﺱ ﻫﻔﺘﻢ‪ :‬ﻏﻮﺭﻳﺎﻥ ﻭ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ‬
‫ﺩﺭﺱ ﻫﺸﺘﻢ‪ :‬ﻣﻐﻮﻻﻥ‪ ،‬ﺗﻴﻤﻮﺭﻳﺎﻥ ﻭ ﺁﻝ ﻛﺮﺕ‬
‫‪38 -29‬‬ ‫ﻓﺼﻞ ﺳﻮﻡ‪ :‬ﺭﻭﺍﺑﻂ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﻛﺸﻮﺭ ﻫﺎﻯ ﻫﻤﺴﺎﻳﻪ ﻗﺒﻞ ﺍﺯ ﺭﺳﺘﺎﺧﻴﺰ ﻗﻨﺪﻫﺎﺭ‬
‫ﺩﺭﺱ ﻧﻬﻢ‪ :‬ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻯ ﻣﺎﻭﺭﺍء ﺍﻟﻨﻬﺮ‬
‫ﺩﺭﺱ ﺩﻫﻢ‪ :‬ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ‬
‫ﺩﺭﺱ ﻳﺎﺯﺩﻫﻢ‪ :‬ﺻﻔﻮﻯ ﻫﺎﻯ ﺍﻳﺮﺍﻥ‬
‫‪46 -39‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‪ :‬ﺭﺳﺘﺎﺧﻴﺰ ﻗﻨﺪﻫﺎﺭ‬
‫ﺩﺭﺱ ﺩﻭﺍﺯﺩﻫﻢ‪ :‬ﻗﻴﺎﻡ ﻗﻨﺪﻫﺎﺭ‬
‫ﺩﺭﺱ ﺳﻴﺰﺩﻫﻢ‪ :‬ﺟﺎﻧﺸﻴﻨﺎﻥ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ‬
‫‪62 -47‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ‪ :‬ﺗﺎﺭﻳﺦ ﻛﺸﻮﺭ ﻫﺎﻯ ﻫﻤﺴﺎﻳﻪ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬
‫ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‪ :‬ﺍﻳﺮﺍﻥ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬
‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‪ :‬ﻫﻨﺪ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬
‫ﺩﺭﺱ ﺷﺎﻧﺰﺩﻫﻢ‪ :‬ﺭﻭﺳﻴﻪ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬
‫ﺩﺭﺱ ﻫﻔﺪﻫﻢ‪ :‬ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬
‫‪80 -63‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ‪ :‬ﺗﺎﺭﻳﺦ ﺍﺭﻭﭘﺎ‬
‫ﻭ‬
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 ‫ﺩﺭﺱ ﻫﮋﺩﻫﻢ‪ :‬ﺍﻭﺿﺎﻉ ﻋﻤﻮﻣﻰ ﺍﺭﻭﭘﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ‬
‫ﺩﺭﺱ ﻧﺰﺩﻫﻢ‪ :‬ﺟﻨﮓ ﻫﺎﻯ ﺻﻠﻴﺒﻰ‬
‫ﺩﺭﺱ ﺑﻴﺴﺘﻢ‪ :‬ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﺍﺭﻭﭘﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﻳﻜﻢ‪ :‬ﺗﺤﻮﻻﺕ ﺩﺭ ﻋﺮﺻﺔ ﻋﻠﻢ‪ ،‬ﺍﺩﺏ ﻭ ﻓﺮﻫﻨﮓ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﺩﻭﻡ‪ :‬ﺍﻧﻘﻼﺏ ﻫﺎﻯ ﺑﺰﺭگ ﺩﺭ ﺍﺭﻭﭘﺎ‬
‫‪93 -81‬‬ ‫ﻓﺼﻞ ﻫﻔﺘﻢ‪ :‬ﺗﺎﺭﻳﺦ ﺁﻣﺮﻳﻜﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﺳﻮﻡ‪ :‬ﺗﻤﺪﻥ ﻣﺎﻳﺎﻫﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﭼﻬﺎﺭﻡ‪ :‬ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻫﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﭘﻨﺠﻢ‪ :‬ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﺷﺸﻢ‪ :‬ﻛﺸﻒ ﺁﻣﺮﻳﻜﺎ ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﻫﺎ‬
‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﻫﻔﺘﻢ‪ :‬ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﺓ ﺁﻣﺮﻳﻜﺎ‬
‫ﺯ‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﺍ ّﻭﻝ‬

‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﺍﺳﻼﻡ‬
‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬
‫‪-1‬ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ؛‬
‫‪-2‬ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻣﻮﻯ ﻫﺎ؛‬
‫‪-3‬ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﻋﺒﺎﺳﻲ ﻫﺎ؛‬
‫‪-4‬ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﺍﻋﺮﺍﺏ ﻣﺴﻠﻤﺎﻥ ﻭ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﺮ ﻳﻜﺪﻳﮕﺮ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑﻓﺼﻞ‬

‫‪-1‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺍﻭﺿﺎﻉ ﻋﻤﻮﻣﻲ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺁﺳﺘﺎﻧﺔ ﻇﻬﻮﺭ ﺍﺳﻼﻡ‬

‫ﻭ ﭼﮕﻮﻧﮕﻰ ﺍﻧﺘﺸﺎﺭ ﺩﻳﻦ ﺍﺳﻼﻡ ﺩﺭ ﻛﺸﻮﺭ؛‬

‫‪-2‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺍﻭﺿﺎﻉ ﻋﻤﻮﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻣﻮﻯ ﻫﺎ‬

‫ﻭ ﻋﺒﺎﺳﻰ ﻫﺎ؛‬

‫‪-3‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﭼﮕﻮﻧﮕﻰ ﺗﻌﺎﻣﻞ ﻭ ﺩﺍﺩ ﻭ ﺳﺘﺪ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻋﺮﺏ ﻭ‬

‫ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺳﻪ ﻗﺮﻥ ﻧﺨﺴﺖ ﻫﺠﺮﻯ‪.‬‬

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 ‫ﺩﺭﺱ ﺍﻭﻝ‬

‫ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬

‫ﻣﺴﺠﺪ ﺷﺎﻩ ﺩﻭ ﺷﻤﺸﻴﺮﻩ‪ ،‬ﻛﺎﺑﻞ‬

‫ﺁﻳﺎ ﻣﻰﺩﺍﻧﻴﺪ ﺍﺳﻼﻡ ﭼﮕﻮﻧﻪ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭﺍﺭﺩ ﺷﺪ ﻭ ﭼﺮﺍ ﻣﺮﺩﻡ ﻣﻤﻠﻜﺖ ﻣﺎ ﺩﻳﻦ ﺁﺳﻤﺎﻧﻰ ﺍﺳﻼﻡ ﺭﺍ ﭘﺬﻳﺮﻓﺘﻨﺪ؟‬

‫ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﻫﻨﮕﺎﻡ ﻇﻬﻮﺭ ﺍﺳﻼﻡ‬

‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺯﻣﺎﻥ ﻫﺎﻯ ﻧﺰﺩﻳﻚ ﺑﻪ ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺍﺯ ﺟﻨﺒﻪ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺯﻧﺪﻩ ﮔﺎﻧﻰ ﺍﺟﺘﻤﺎﻋﻰ ﺁﻣﺎﺩﺓ ﻳﻚ‬
‫ﻼ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺣﻜﻮﻣﺖ ﻗﻮﻱ ﻛﻪ ﻭﻻﻳﺎﺕ ﻭ ﻣﻨﺎﻃﻖ ﻣﺨﺘﻠﻒ ﺭﺍ ﺯﻳﺮ ﺍﺩﺍﺭﻩ‬ ‫ﺗﺤﻮﻝ ﺍﺳﺎﺳﻰ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﻣﺜ ً‬
‫ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬ﻧﺒﻮﺩ ﻭ ﻫﺮ ﺑﺨﺶ ﺍﺯ ﺁﻥ ﺗﻮﺳﻂ ﺣﻜﻤﺮﺍﻥ ﺟﺪﺍﮔﺎﻧﻪ ﻳﻰ ﺍﺩﺍﺭﻩ ﻣﻰ ﺷﺪ‪.‬‬
‫ﺩﺭ ﺷﻤﺎﻝ ﻛﺸﻮﺭ‪ ،‬ﺗﺮﻛﺎﻥ ﺣﻜﻮﻣﺖ ﻣﻰﻛﺮﺩﻧﺪ ﻭ ﺩﺭ ﺟﻨﻮﺏ ﻫﻨﺪﻭﻛﺶ‪ ،‬ﺭﺗﺒﻴﻞ ﺷﺎﻫﺎﻥ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻰ‬
‫ﺩﺍﺷﺘﻨﺪ‪ .‬ﺩﺭ ﻏﺮﺏ ﻧﻴﺰ ﻭﺍﻟﻴﺎﻥ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺳﺎﺳﺎﻧﻴﺎﻥ ﻣﺮﺩﻡ ﺭﺍ ﺑﻪ ﺯﻳﺮ ﻓﺮﻣﺎﻥ ﺧﻮﻳﺶ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺍﺯ ﻟﺤﺎﻅ ﺍﺟﺘﻤﺎﻋﻰ ﻧﻴﺰ ﻭﺟﻮﺩ ﻃﺒﻘﺎﺕ ﻭ ﺍﻋﺘﻘﺎﺩ ﺑﻪ ﺍﺻﺎﻟﺖ ﺧﻮﻥ ﻭ ﻧﮋﺍﺩ ﻣﺮﺩﻡ ﺭﺍ ﺑﺎ ﻣﺸﻜﻼﺗﻲ ﺭﻭ‬
‫ﺑﻪ ﺭﻭ ﺳﺎﺧﺘﻪ ﺑﻮﺩ‪ .‬ﺗﺸﻜﻴﻞ ﺧﺎﻧﻮﺍﺩﻩ ﻧﻴﺰ ﺍﺳﺎﺱ ﺍﺳﺘﻮﺍﺭ ﻭ ﻣﺤﻜﻤﻰ ﻧﺪﺍﺷﺖ‪ .‬ﺑﺮ ﺯﻥ ﺳﺘﻢ ﺭﻭﺍ ﺩﺍﺷﺘﻪ‬
‫ﻣﻰ ﺷﺪ‪ .‬ﺍﺯ ﻧﻈﺮ ﺩﻳﻨﻰ ﻧﻴﺰ ﻣﺮﺩﻡ ﺑﺨﺶ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﻣﻤﻠﻜﺖ ﻣﺎ ﺍﺯ ﺩﻳﻦ ﻫﺎﻯ ﺟﺪﺍﮔﺎﻧﻪ ﻳﻰ ﭘﻴﺮﻭﻯ‬
‫ﻣﻰﻛﺮﺩﻧﺪ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﺩﻭ ﺩﻳﻦ ﺑﻮﺩﺍﻳﻰ ﻭ ﺯﺭﺩﺷﺘﻰ‪ ،‬ﭘﻴﺮﻭﺍﻥ ﻭ ﻃﺮﻓﺪﺍﺭﺍﻥ ﺯﻳﺎﺩﻯ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺁﻓﺘﺎﺏ ﭘﺮﺳﺘﻰ‬

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 ‫ﻧﻴﺰ ﺭﻭﺍﺝ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺑﻪ ﺩﻟﻴﻞ ﺭﻭﺍﺝ ﺳﺘﻢ ﺍﺯﺳﻮﻯ ﺯﻭﺭﺩﺍﺭﺍﻥ ﻭ ﺻﺎﺣﺒﺎﻥ ﻣﻘﺎﻣﺎﺕ ﺑﺎﻻ ﻭ ﻧﺒﻮﺩﻥ‬
‫ﻋﺪﺍﻟﺖ‪ ،‬ﺳﺮ ﺧﻮﺭﺩﻩ ﮔﻰ ﻭ ﻧﺎﺭﺿﺎﻳﺘﻰ ﺯﻳﺎﺩﻯ ﺩﺭ ﻣﻴﺎﻥ ﻋﺎﻣﺔ ﻣﺮﺩﻡ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﺷﺪ‪.‬‬
‫ﺩﺭ ﭼﻨﻴﻦ ﺍﻭﺿﺎﻉ ﻭ ﺍﺣﻮﺍﻟﻰ ﺑﻮﺩ ﻛﻪ ﺁﻭﺍﺯﺓ ﺍﺳﻼﻡ ﺑﻪ ﺳﺮﺯﻣﻴﻦ ﻣﺎ ﺭﺳﻴﺪ‪ ،‬ﺩﻳﻨﻰ ﻛﻪ ﻫﻤﻪ ﺭﺍ ﺑﻪ ﺧﺪﺍﻯ‬
‫ﻳﮕﺎﻧﻪ‪ ،‬ﻭﺣﺪﺕ‪،‬ﺁﺯﺍﺩﻯ‪،‬ﻋﺪﺍﻟﺖ ﻭ ﺑﺮﺍﺑﺮﻯ ﻓﺮﺍ ﻣﻰ ﺧﻮﺍﻧﺪ ‪.‬ﺑﻪ ﺯﻭﺩﻯ ﻣﺠﺎﻫﺪﺍﻥ ﻭ ﺩﻋﻮﺕ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻳﻦ‬
‫ﺩﻳﻦ‪ ،‬ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻣﺮﺯﻫﺎﻯ ﻣﻤﻠﻜﺖ ﻣﺎ ﺭﺳﺎﻧﺪﻧﺪ‪.‬‬

‫ﺍﻧﺘﺸﺎﺭ ﺩﻳﻦ ﺍﺳﻼﻡ‬

‫ﭘﻴﺸﺮﻭﻯ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺑﻪ ﺟﺎﻧﺐ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ )ﺧﺮﺍﺳﺎﻥ( ﺍﺯ ﺯﻣﺎﻥ‬
‫ﺧﻼﻓﺖ ﺣﻀﺮﺕ ﻋﻤﺮ)ﺭﺽ(ﺁﻏﺎﺯﻳﺎﻓﺖ‪ .‬ﭘﺲ ﺍﺯ ﻧﻴﺸﺎﺑﻮﺭ‪،‬‬
‫ﻫﺮﺍﺕ ﺍﻭﻟﻴﻦ ﺷﻬﺮﻯ ﺑﻮﺩ ﻛﻪ ﺑﻪ ﺗﺼﺮﻑ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺩﺭﺁﻣﺪ‪ .‬ﺳﭙﺲ‬
‫ﺷﻬﺮﻫﺎﻯ ﺩﻳﮕﺮ ﻧﻴﺰ ﺑﻪ ﺩﺳﺖ ﺳﭙﺎﻩ ﺍﺳﻼﻡ ﺍﻓﺘﺎﺩﻧﺪ ‪.‬‬
‫ﺑﻪ ﺧﺼﻮﺹ ﭘﺲ ﺍﺯ ﺳﺎﻝ ‪ 41‬ﻫﺠﺮﻯ ﻗﻤﺮﻯ‪661/‬ﻡ ﺍﻳﻦ‬
‫ﭘﻴﺸﺮﻭﻯ ﻫﺎ ﻓﺰﻭﻧﻰ ﻳﺎﻓﺖ ﻭ ﺷﻬﺮﻫﺎﻯ ﺯﻳﺎﺩﻯ ﺍﺯ ﻛﺸﻮﺭ ﻣﺎ ﺑﻪ‬
‫ﺗﺼﺮﻑ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺩﺭﺁﻣﺪ‪ .‬ﺍﻣﺎ ﺭﻭﺍﺝ ﻭﮔﺴﺘﺮﺵ ﻛﺎﻣﻞ ﺍﺳﻼﻡ‬
‫ﺯﻣﺎﻧﻰ ﺭﺥ ﺩﺍﺩ ﻛﻪ ﻋﻨﺎﺻﺮ ﻭ ﻧﻴﺮﻭﻫﺎﻳﻰ ﺍﺯ ﺩﺍﺧﻞ ﻣﻤﻠﻜﺖ ﻣﺎ ﻣﺎﻧﻨﺪ‬
‫ﺻﻔﺎﺭﻳﺎﻥ ﺳﻴﺴﺘﺎﻧﻰ ﻛﻤﺮ ﺑﻪ ﺣﻤﺎﻳﺖ ﻭ ﻧﺸﺮ ﺍﻳﻦ ﺩﻳﻦ ﺁﺳﻤﺎﻧﻰ‬
‫ﺑﺴﺘﻨﺪ‪.‬‬

‫ﻓﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺻﻨﻒ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ ‪:‬ﮔﺮﻭﻩ ﺍﻭﻝ ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﻫﻨﮕﺎﻡ ﻇﻬﻮﺭ ﺍﺳﻼﻡ ﺭﺍ‬
‫ﺗﻮﺿﻴﺢ ﺩﻫﺪ ﻭ ﮔﺮﻭﻩ ﺩﻭﻡ ﭼﮕﻮﻧﮕﻲ ﺍﻧﺘﺸﺎﺭ ﺍﺳﻼﻡ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺑﻴﺎﻥ ﺩﺍﺭﺩ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﺭ ﺯﻣﺎﻥ ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺩﺭ ﺷﻤﺎﻝ ﻭ ﺟﻨﻮﺏ ﻛﺸﻮﺭ ﻣﺎ ﭼﻪ ﻛﺴﺎﻧﻰ ﺣﻜﻮﻣﺖ ﻣﻰ ﻛﺮﺩﻧﺪ؟‬
‫‪ -2‬ﺩﻳﻦ ﻫﺎﻳﻲ ﺭﺍ ﻛﻪ ﭘﻴﺶ ﺍﺯ ﺍﺳﻼﻡ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺭﻭﺍﺝ ﺩﺍﺷﺘﻨﺪ؛ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -3‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﺮﺍ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﻣﺮﺩﻡ ﺍﺯ ﺍﺳﻼﻡ ﺍﺳﺘﻘﺒﺎﻝ ﻛﺮﺩﻧﺪ؟‬
‫‪ -4‬ﭼﺮﺍ ﺷﻤﺎﺭﻯ ﺍﺯ ﻣﺮﺩﻡ ﻣﺎ ﺩﺭ ﺑﺮﺍﺑﺮ ﺣﻜﺎﻡ ﻋﺮﺏ ﺩﺳﺖ ﺑﻪ ﻗﻴﺎﻡ ﺯﺩﻧﺪ؟‬

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 ‫ﺩﺭﺱ ﺩﻭﻡ‬
‫ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻣﻮﻯ ﻫﺎ‬

‫ﺩﺭ ﺑﺎﺭﻩ ﺧﺎﻧﺪﺍﻥ ﺍﻣﻮﻯ ﭼﻪ ﻣﻰ ﺩﺍﻧﻴﺪ؟ ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺍﺳﻼﻡ ﺩﺭ ﺯﻣﺎﻥ ﺍﻣﻮﻯ ﻫﺎ ﮔﺴﺘﺮﺵ ﺯﻳﺎﺩﻯ ﻳﺎﻓﺖ؟‬

‫ﺧﺎﻧﺪﺍﻥ ﺍﻣﻮﻯ ﻳﻜﻰ ﺍﺯ ﺧﺎﻧﺪﺍﻥﻫﺎﻯ ﻗﺮﻳﺶ ﺍﺳﺖ‪ .‬ﺁﻧﺎﻥ ﺍﺯ ﺳﺎﻝ ‪ 41‬ﻕ‪661-‬ﻡ ﺧﻼﻓﺖ ﺍﺳﻼﻣﻰ ﺭﺍ ﺑﻪ ﺩﺳﺖ‬
‫ﺁﻭﺭﺩﻧﺪ ﻭ ﺑﺮﺍﻯ‪ 90‬ﺳﺎﻝ ﺩﺭ ﺟﻬﺎﻥ ﺍﺳﻼﻡ ﺣﻜﻮﻣﺖ ﺭﺍﻧﺪﻧﺪ‪ .‬ﺍﺳﻼﻡ ﺩﺭ ﺯﻣﺎﻥ ﺍﻣﻮﻳﺎﻥ ﮔﺴﺘﺮﺵ ﺯﻳﺎﺩﻯ ﻳﺎﻓﺖ‪.‬‬
‫ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺁﻧﻬﺎ ﺍﺳﻼﻡ‪ ،‬ﺑﻴﺸﺘﺮ ﻧﻘﺎﻁ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﻓﺮﺍ ﮔﺮﻓﺘﻪ ﻭ ﻃﻮﺍﻳﻒ ﻣﺨﺘﻠﻒ ﻋﺮﺑﻰ ﻧﻴﺰ ﺍﺯ ﺟﺰﻳﺮﺓ ﺍﻟﻌﺮﺏ‬
‫ﺑﻪ ﺧﺮﺍﺳﺎﻥ ﻳﺎ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﻣﺮﻭﺯﻱ ﻛﻮﭼﻴﺪﻧﺪ‪.‬‬

‫ﻗﻴﺎﻡ ﻳﺤﻴﻲ ﺑﻦ ﺯﻳﺪ‬

‫ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺑﺴﺎ ﺍﺯ ﺣﺎﻻﺕ ﺍﺯ ﻗﻴﺎﻡ ﻫﺎﻯ ﺿﺪ ﺍﻣﺮﺍﻯ ﺍﻣﻮﻯ ﻛﻪ ﻣﺨﺎﻟﻔﻴﻦ ﺳﻴﺎﺳﻰ ﺁﻧﻬﺎ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰ‬
‫ﺭﻓﺘﻨﺪ‪ ،‬ﭘﺸﺘﻴﺒﺎﻧﻰ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﻳﻜﻰ ﺍﺯ ﺍﻳﻦ ﻗﻴﺎﻡ ﻫﺎ‪ ،‬ﻗﻴﺎﻡ ﻳﺤﻴﻲ ﭘﺴﺮ ﺯﻳﺪ ﺍﺯ ﺍﻋﻀﺎﻯ ﺧﺎﻧﺪﺍﻥ ﺑﻨﻰ ﻫﺎﺷﻢ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺟﻮﺯﺟﺎﻥ ﺻﻮﺭﺕ‬

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 ‫ﮔﺮﻓﺖ ‪ .‬ﻳﺤﻴﻲ ﺩﺭ ﺳﺎﻝ ‪ 126‬ﻕ‪744/‬ﻡ ﺑﻪ ﻫﻤﺮﺍﻩ ‪ 120‬ﻧﻔﺮ ﺍﺯ ﻳﺎﺭﺍﻧﺶ ﻛﺸﺘﻪ ﺷﺪ‬
‫ﺍﺑﻮﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ‬
‫ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﻣﻠﻘﺐ ﺑﻪ ﺍﺑﻮﻣﺴﻠﻢ ﻳﻜﻰ ﺍﺯ ﺷﺨﺼﻴﺖﻫﺎﻯ ﻣﻌﺮﻭﻑ ﺧﺮﺍﺳﺎﻥ ﺍﺳﺖ‪ .‬ﻭﻯ ﺩﺭ ﺳﺎﻝ ‪ 100‬ﻕ‪719/‬ﻡ‬
‫ﺩﺭ ﺳﻔﻴﺪﻧﺞ ﺟﻮﺯﺟﺎﻥ ﻣﺘﻮﻟﺪ ﺷﺪ‪ .‬ﭘﺲ ﺍﺯ ﺷﻬﺎﺩﺕ ﻳﺤﻴﻰ ﺑﻦ ﺯﻳﺪ‪ ،‬ﺍﺑﻮ ﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ ﺭﻫﺒﺮﻯ ﻗﻴﺎﻡ ﺑﺮ ﺿﺪ ﺍﻣﻮﻯﻫﺎ‬
‫ﺭﺍ ﺑﻪ ﺩﺳﺖ ﮔﺮﻓﺖ ﻭ ﺭﻭﺯﻋﻴﺪ ﻓﻄﺮ ﺳﺎﻝ ‪ 129‬ﻕ‪747/‬ﻡ ﺩﺭ ﺳﻔﻴﺪﻧﺞ ﭘﺮﭼﻢ ﺍﻣﻮﻯﻫﺎ ﺭﺍ ﭘﺎﻳﻴﻦ ﻧﻤﻮﺩ ﻭ ﺩﺭ ﻋﻮﺽ‪،‬‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﭘﺮﭼﻢ ﻋﺒﺎﺳﻴﺎﻥ ﺭﺍ ﻛﻪ ﺭﻧﮓ ﺳﻴﺎﻩ ﺩﺍﺷﺖ ﺑﻠﻨﺪ ﻛﺮﺩ‪.‬‬
‫ﻭﻯ ﺑﺎ ﻛﻤﻚ ﻣﺮﺩﻡ‪ ،‬ﺷﻬﺮ ﻫﺎﻯ ﻣﺸﻬﻮﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﻳﻜﻲ ﺑﻌﺪ ﺍﺯ ﺩﻳﮕﺮﻯ ﮔﺮﻓﺖ ‪.‬ﺍﺑﻮﻣﺴﻠﻢ ﺳﺮﺍﻧﺠﺎﻡ‬
‫ﻧﻴﺮﻭﻫﺎﻯ ﺩﻭﻟﺖ ﺍﻣﻮﻯ ﺭﺍ ﺷﻜﺴﺖ ﺩﺍﺩ ﻭ ﺑﻪ ﺳﺎﻝ ‪ 132‬ﻕ‪750/‬ﻡ ﺧﻼﻓﺖ ﺭﺍ ﺑﻪ ﺷﺎﺧﺔ ﻋﺒﺎﺳﻰ ﻫﺎ ﺍﻧﺘﻘﺎﻝ ﺩﺍﺩ‪.‬‬
‫ﺍﻣﺎ ﻣﻨﺼﻮﺭ ﺧﻠﻴﻔﺔ ﻋﺒﺎﺳﻰ ﻛﻪ ﺍﺯ ﻧﻔﻮﺫ ﺍﻭ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﺧﺮﺍﺳﺎﻥ ﻫﺮﺍﺱ ﺩﺍﺷﺖ ﺳﺮ ﺍﻧﺠﺎﻡ ﺩﺭ ﺳﺎﻝ ‪ 137‬ﻕ ‪/‬‬
‫‪755‬ﻡ ﺑﺎ ﺣﻴﻠﻪ ﻳﻰ ﺍﻭ ﺭﺍ ﻛﺸﺖ‪ .‬ﻋﻤﺮ ﺍﺑﻮ ﻣﺴﻠﻢ ﺩﺭ ﺍﻳﻦ ﻫﻨﮕﺎﻡ ‪ 38‬ﺳﺎﻝ ﺑﻮﺩ‪.‬‬

‫ﻗﻴﺎﻡ ﺍﺑﻮﻣﺴﻠﻢ ﺑﺎ ﭘﺮﭼﻢ ﻫﺎﻯ ﺳﻴﺎﻩ‬

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 ‫ﺍﻣﻴﺮﻓﻮﻻﺩ ﻭ ﺍﻣﻴﺮﻛﺮﻭﺭ‬
‫ﺍﻣﻴﺮ ﻓﻮﻻﺩ ﺍﺯ ﺍﻣﺮﺍﻯ ﻏﻮﺭ ﺩﺭ ﻣﺮﻛﺰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻮﺩ‪ .‬ﻭﻱ ﻧﻴﺰ ﭼﻮﻥ ﺷﻨﻴﺪ ﻛﻪ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺩﻭﺭ‬
‫ﺍﺑﻮﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ ﺟﻤﻊ ﺷﺪﻩ ﺍﻧﺪ ﺑﻪ ﭘﺎ ﺧﺎﺳﺖ ﻭ ﺑﺎ ﮔﺮﺩﺁﻭﺭﺩﻥ ﻣﺮﺩﻡ ﻏﻮﺭ ﺩﺭ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ ﺷﺮﻛﺖ‬
‫ﻛﺮﺩ‪.‬‬
‫ﺍﻣﻴﺮﻛﺮﻭﺭ ﻓﺮﺯﻧﺪ ﺍﻣﻴﺮ ﻓﻮﻻﺩ ﺍﺳﺖ‪.‬ﻭﻱ ﻧﻴﺰ ﺩﺭ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ ﺳﻬﻢ ﻓﻌﺎﻟﻰ ﮔﺮﻓﺖ ﻭ ﭘﻴﺮﻭﺯﻯ ﻫﺎﻯ ﺯﻳﺎﺩﻯ‬
‫ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﻭﻯ ﻫﻢ ﭼﻨﻴﻦ ﻣﺮﺩﻯ ﺩﺍﻧﺸﻤﻨﺪ ﻭ ﺷﺎﻋﺮ ﺑﻮﺩ ﻭ ﮔﻮﻳﻨﺪ ﺍﻭﻟﻴﻦ ﺷﻌﺮﭘﺸﺘﻮ ﭘﺲ ﺍﺯ ﻭﺭﻭﺩ ﺍﺳﻼﻡ ﺑﻪ‬
‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺍﻭ ﺳﺮﻭﺩﻩ ﺍﺳﺖ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫‪ -1‬ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﻪ ﺩﻭﮔﺮﻭﻩ ﺍﻟﻒ ﻭ ﺏ ﺗﻘﺴﻴﻢ ﮔﺮﺩﻧﺪ‪ ،‬ﮔﺮﻭﻩ ﺍﻟﻒ ﻋﻠﻞ ﻗﻴﺎﻡ ﺍﺑﻮﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ ﺭﺍ‬
‫ﺑﻴﺎﻥ ﺩﺍﺭﺩ ﻭ ﮔﺮﻭﻩ ﺏ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻘﺸﻪ‪ ،‬ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﺍﺑﻮﻣﺴﻠﻢ ﻭ ﻃﺮﻓﺪﺍﺭﺍﻧﺶ ﺑﻪ ﺟﺎﻧﺐ ﻣﺮﻛﺰ‬
‫ﺧﻼﻓﺖ ﺍﻣﻮﻯ ﺭﺍ ﻣﺸﺨﺺ ﺳﺎﺯﺩ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﭼﺮﺍ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﺯ ﻗﻴﺎﻡ ﻫﺎﻯ ﺿﺪﺧﻼﻓﺖ ﺍﻣﻮﻯ ﺣﻤﺎﻳﺖ ﻛﺮﺩﻧﺪ؟‬
‫‪ -2‬ﺟﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﺑﻮﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ ﺩﺭ ‪ .....................‬ﻣﺘﻮﻟﺪ ﺷﺪ ﻭﭼﻮﻥ ﺑﺮﺿﺪ ‪....................‬ﻗﻴﺎﻡ ﻧﻤﻮﺩ‪،‬ﻣﺮﺩﻡ‬
‫ﺍﺯ ﺍﻭ ﺣﻤﺎﻳﺖ ﻛﺮﺩﻧﺪ‪.‬‬
‫‪ -3‬ﺍﻣﻴﺮ ﻓﻮﻻﺩ ﻭ ﺍﻣﻴﺮﻛﺮﻭﺭ ﺩﺭ ﻛﺠﺎﻯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﻣﺎﺭﺕ ﺩﺍﺷﺘﻨﺪ؟‬
‫‪ -4‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﺮﺍ ﺍﻣﻴﺮ ﻓﻮﻻﺩ ﻭ ﺍﻣﻴﺮ ﻛﺮﻭﺭ ﺍﺯ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ ﺣﻤﺎﻳﺖ ﻛﺮﺩﻧﺪ؟‬

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 ‫ﺩﺭﺱ ﺳﻮﻡ‬

‫ﺍﻭﺿﺎﻉ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﻋﺒﺎﺳﻰ ﻫﺎ‬

‫ﺳﺮ ﺯﻣﯿﻦ ﻫﺎی ﻣﺴﺘﻘﻞ ﺍﺯ ﻋﺒﺎﺳﯿﺎﻥ‬

‫ﻗﻠﻤﺮﻭ ﺧﻼﻓﺖ ﻋﺒﺎﺳﯽ‬

‫ﺩﺭﺑﺎﺭﺓ ﺧﺎﻧﺪﺍﻥ ﻋﺒﺎﺳﻰ ﭼﻪ ﻣﻰ ﺩﺍﻧﻴﺪ؟ ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺁﻧﻬﺎ ﺑﺎ ﺣﻤﺎﻳﺖ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺧﻼﻓﺖ ﺭﺳﻴﺪﻧﺪ؟‬

‫ﻋﺒﺎﺳﻰ ﻫﺎ ﻣﻨﺴﻮﺏ ﺑﻪ ﺣﻀﺮﺕ ﻋﺒﺎﺱ )ﻛﺎﻛﺎﻯ ﭘﻴﺎﻣﺒﺮ ﺍﺳﻼﻡ )ﺹ( ( ﻫﺴﺘﻨﺪ ﻭ ﺍﺯ ﺷﺎﺧﺔ ﻫﺎﺷﻤﻰ ﻗﺮﻳﺶ ﺑﻪ‬
‫ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﺧﺎﻧﺪﺍﻥ ﻋﺒﺎﺳﻰ ﺍﺯ ﺍﻭﺍﺧﺮ ﻗﺮﻥ ﺍﻭﻝ ﻫﺠﺮﻱ ﻭﺍﺭﺩ ﻣﻴﺪﺍﻥ ﺳﻴﺎﺳﺖ ﺷﺪﻧﺪ ﻭ ﭼﻮﻥ ﺍﺯ ﺍﻭﺿﺎﻉ ﻧﺎ ﺁﺭﺍﻡ‬
‫ﺧﺮﺍﺳﺎﻥ ﺁﮔﺎﻫﻰ ﻳﺎﻓﺘﻨﺪ ﺩﺭ ﺳﺎﻝ ‪ 109‬ﻕ‪727/‬ﻡ ﺩﺍﻋﻴﺎﻥ ﻭ ﻣﺒﻠﻐﺎﻥ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﻓﺮﺳﺘﺎﺩﻧﺪ‪.‬‬
‫ﻣﺮﺩﻡ ﺧﺮﺍﺳﺎﻥ ﻳﺎ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ ﺭﻓﺘﺎﺭ ﺑﻌﻀﻰ ﺍﺯ ﺣﻜﺎﻡ ﺍﻣﻮﻯ ﺑﺪﺑﻴﻦ ﺑﻮﺩﻧﺪ ﺍﺯ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ‬
‫ﺣﻤﺎﻳﺖ ﻛﺮﺩﻧﺪ‪ .‬ﻋﺒﺎﺳﻴﺎﻥ ﺑﺎ ﺟﺎﻧﻔﺸﺎﻧﻰ ﻭ ﻣﺒﺎﺭﺯﺍﺕ ﻣﺮﺩﻡ ﻣﺎ ﺑﻪ ﺳﺎﻝ ‪ 132‬ﻕ‪751 /‬ﻡ ﺑﻪ ﺧﻼﻓﺖ ﺭﺳﻴﺪﻧﺪ‪.‬‬
‫ﺭﻭﺯﮔﺎﺭ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﻋﺒﺎﺳﻲ ﻫﺎ ‪ 523‬ﺳﺎﻝ ﻃﻮﻝ ﻛﺸﻴﺪ ﻭ ﺳﺮﺍﻧﺠﺎﻡ ﺩﺭ ﺳﺎﻝ ‪ 656‬ﻕ‪ 1258/‬ﻡ ﺧﻼﻓﺖ ﺁﻧﻬﺎ‬
‫ﺗﻮﺳﻂ ﻣﻐﻮﻻﻥ ﺑﻪ ﭘﺎﻳﺎﻥ ﺭﺳﻴﺪ‪.‬‬

‫ﺑﺮﻣﻜﻴﺎﻥ‬
‫ﺑﺮﻣﻜﻴﺎﻥ ﺩﺭ ﺍﺻﻞ ﺍﺯ ﻓﺮﺯﻧﺪﺍﻥ ﺷﺨﺼﻰ ﺑﻪ ﻧﺎﻡ ﺑﺮﻣﻚ ﻣﻰ ﺑﺎﺷﻨﺪ‪ .‬ﺑﺮﻣﻚ ﻣﻮﺑﺪ ﻳﺎ ﺭﻭﺣﺎﻧﻰ ﺁﺗﺸﻜﺪﺓ ﺯﺭﺩﺷﺘﻰ‬
‫ﻧﻮﺑﻬﺎﺭ ﺑﻠﺦ ﺑﻮﺩ‪ .‬ﺍﻭﻟﻴﻦ ﺷﺨﺺ ﻣﺸﻬﻮﺭ ﺍﻳﻦ ﺧﺎﻧﺪﺍﻥ‪ ،‬ﺧﺎﻟﺪ ﭘﺴﺮ ﺑﺮﻣﻚ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﺑﻪﺣﻴﺚﻭﺯﻳﺮﻭﻣﺸﺎﻭﺭﻣﻨﺼﻮﺭ‬

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 ‫ﻋﺒﺎﺳﻰﻧﻴﺰﻛﺎﺭﻣﻰﻛﺮﺩ‪.‬ﭘﺲﺍﺯﺧﺎﻟﺪﭘﺴﺮﺵﻳﺤﻴﻲﻓﺮﺩﻯﺩﺍﻧﺸﻤﻨﺪﻭﺻﺎﺣﺐﻧﻔﻮﺫﺍﻳﻦﺧﺎﻧﺪﺍﻥﺑﻪﺣﺴﺎﺏﻣﻰﺁﻳﺪ‪.‬ﺍﻭ‬
‫ﺍﺯﻃﺮﻑﻣﻬﺪﻯﺧﻠﻴﻔﺔﻋﺒﺎﺳﻰﻣﺄﻣﻮﺭﺗﺮﺑﻴﺖﻫﺎﺭﻭﻥﺍﻟﺮﺷﻴﺪﮔﺮﺩﻳﺪ‪.‬ﻭﻯﺳﭙﺲﺩﺭﺣﻜﻮﻣﺖﻫﺎﺭﻭﻥ ﺍﻟﺮﺷﻴﺪﺗﻤﺎﻣﻰ‬
‫ﺍﻣﻮﺭ ﺧﻼﻓﺖ ﻋﺒﺎﺳﻰ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﮔﺮﻓﺖ ﻭ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﻭ ﭘﺴﺮﺵ ﺑﺮﺍﻯ ﺁﻧﺎﻥ ﻛﺎﺭ ﻣﻰ ﻛﺮﺩ‪.‬ﭼﻨﺪﻱ ﺑﻌﺪ ﻫﺎﺭﻭﻥ ﺍﻟﺮﺷﻴﺪ ﺑﺮ‬
‫ﺍﻳﺸﺎﻥ ﺑﺪﮔﻤﺎﻥ ﺷﺪ ﻭ ﺑﻪ ﺳﺎﻝ ‪187‬ﻕ‪803/‬ﻡ ﺩﺳﺘﻮﺭﺩﺍﺩ ﺟﻌﻔﺮ ﻓﺮﺯﻧﺪ ﻳﺤﻴﻲ ﺭﺍ ﻛﺸﺘﻨﺪ ﻭ ﺧﻮﺩ ﻳﺤﻴﻲ ﺑﺎ ﺩﻳﮕﺮﺍﻋﻀﺎﻯ‬
‫ﻓﺎﻣﻴﻠﺶ ﺭﺍ ﺯﻧﺪﺍﻧﻰ ﺳﺎﺧﺘﻨﺪ‪ .‬ﺗﻤﺎﻡ ﺍﻣﻮﺍﻝ ﺑﺮﻣﻜﻴﺎﻥ ﺭﺍ ﻧﻴﺰ ﺿﺒﻂ ﻛﺮﺩﻧﺪ‪ .‬ﭘﺲ ﺍﺯ ﺍﻳﻦ ﻭﺍﻗﻌﻪ ﺷﺨﺼﻴﺖ ﺩﻳﮕﺮﻱ ﺍﺯ ﻣﻴﺎﻥ‬
‫ﺑﺮﻣﻜﻴﺎﻥﺑﺮﻧﺨﺎﺳﺖ‪.‬‬
‫ﻓﺮﻫﻨﮓ ﻭ ﻋﻠﻮﻡ ﺩﺭ ﺩﻭﺭﺓ ﻋﺒﺎﺳﻰ‬
‫ﺍﺯ ﻟﺤﺎﻅ ﻓﺮﻫﻨﮓ ﻭ ﺍﺩﺏ‪ ،‬ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺩﻭﺭﺓ ﻋﺒﺎﺳﻰ ﻫﺎ ﺷﺎﻫﺪ ﺩﺭﺧﺸﺶ ﺷﺨﺼﻴﺖ ﻫﺎﻳﻰ ﺑﻮﺩ ﻛﻪ ﺑﺎ‬
‫ﭘﺪﻳﺪ ﺁﻭﺭﺩﻥ ﺁﺛﺎﺭﻋﻠﻤﻰ ﻭ ﺍﺩﺑﻰ ﻧﺎﻡ ﺧﻮﻳﺶ ﺭﺍ ﺩﺭ ﺗﺎﺭﻳﺦ ﻛﺸﻮﺭ ﻣﺎ ﺟﺎﻭﺩﺍﻧﻪ ﺳﺎﺧﺘﻨﺪ ﻣﺎﻧﻨﺪ‪:‬ﻣﺤﻤﺪ‪ ،‬ﺍﺣﻤﺪ‬
‫ﻭ ﺣﺴﻦ ﻓﺮﺯﻧﺪﺍﻥ ﻣﻮﺳﻰ ﺑﻦ ﺷﺎﻛﺮ ﺧﺮﺍﺳﺎﻧﻰ ﻛﻪ ﺩﺭ ﺭﻳﺎﺿﻴﺎﺕ ﺗﺄﻟﻴﻔﺎﺗﻰ ﺍﺯﺧﻮﺩ ﺑﺮ ﺟﺎﻯ ﮔﺬﺍﺷﺘﻨﺪ ‪ ،‬ﺍﺑﻮﻣﻌﺸﺮ‬
‫ﺟﻌﻔﺮ ﺑﻦ ﻣﺤﻤﺪ ﺑﻠﺨﻰ‪ ،‬ﺭﻳﺎﺿﻰ ﺩﺍﻥ ﻣﺸﻬﻮﺭ ﻛﻪ ﺣﺪﻭﺩ ‪ 12‬ﻛﺘﺎﺏ ﺗﺎﻟﻴﻒ ﻛﺮﺩ ‪ ،‬ﺑﺸﺎﺭ ﺑﻦ ﺑﺮﺩ ﺗﺨﺎﺭﺳﺘﺎﻧﻰ ﻛﻪ‬
‫ﺩﺭ ﺷﻌﺮ ﻋﺮﺏ ﺷﻬﺮﺕ ﻓﺮﺍﻭﺍﻧﻰ ﻳﺎﻓﺖ‪ ،‬ﺍﺑﻮﺯﻳﺪ ﺍﺣﻤﺪ ﺑﻦ ﺳﻬﻞ ﺑﻠﺨﻰ‪ ،‬ﺍﺩﻳﺐ‪ ،‬ﻣﺘﻜﻠﻢ‪ ،‬ﻓﻴﻠﺴﻮﻑ ﻭ ﺟﻐﺮﺍﻓﻴﻪ ﺩﺍﻥ‬
‫ﺍﺯ ﺳﺮﺯﻣﻴﻦ ﺑﻠﺦ‪ ،‬ﺍﺑﻮﺯﻳﺪ ﺩﺭ ﻋﻠﻢ ﺟﻐﺮﺍﻓﻴﺎ ﻭ ﻓﻠﺴﻔﻪ ﻛﺘﺎﺏ ﻫﺎﻳﻰ ﺭﺍ ﺗﺄﻟﻴﻒ ﻛﺮﺩ‪ .‬ﺍﺑﻮ ﻣﺤﻤﺪ ﻫﺎﺷﻢ ﺍﺑﻦ ﺯﻳﺎﺭ‬
‫ﺳﺮﻭﺍﻧﻰ ﻛﻪ ﺩﺭ ﺷﻌﺮ ﻋﺮﺏ ﻛﺘﺎﺏ ﻧﻮﺷﺖ‪.‬‬

‫ﻣﺴﺠﺪ ﺍﺑﻮﻧﺼﺮ ﭘﺎﺭﺳﺎ ﺩﺭ ﺑﻠﺦ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﺻﻨﻒ ﺑﻪ ﺻﻮﺭﺕ ﻣﺸﺘﺮﻙ‪ ،‬ﺧﺪﻣﺎﺕ ﻣﻬﻢ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺩﺭ ﺩﻭﺭﺓ ﻋﺒﺎﺳﻴﺎﻥ ﺑﻪ‬
‫ﺑﺤﺚ ﺑﮕﻴﺮﻧﺪ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﻓﻬﺮﺳﺖ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬
‫‪ -1‬ﺟﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﻋﺒﺎﺳﻲ ﻫﺎ ﺑﻪ ﺩﻟﻴﻞ ‪ .......‬ﻣﺮﺩﻡ ﺍﺯ ﺍﻣﻮﻱ ﻫﺎ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﻧﻔﻮﺫ ﻳﺎﻓﺘﻨﺪ‪.‬‬
‫‪ -2‬ﺳﻪ ﻧﻔﺮ ﺍﺯ ﺷﺨﺼﻴﺖ ﻫﺎﻯ ﻓﺮﻫﻨﮕﻰ ﺍﻳﻦ ﺩﻭﺭﻩ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -3‬ﺁﺗﺸﻜﺪﺓ ﻧﻮﺑﻬﺎﺭ ﺩﺭ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺷﻬﺮ ﻫﺎﻱ ﺯﻳﺮ ﻗﺮﺍﺭﺩﺍﺷﺖ؟‬
‫ﺩ(ﻛﺎﺑﻞ‬ ‫ﺍﻟﻒ(ﻗﻨﺪﻫﺎﺭ ﺏ( ﻫﺮﺍﺕ ﺝ( ﺑﻠﺦ‬

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 ‫ﻓﺼﻞ ‪1‬‬
‫ﺩﺭﺱ ﭼﻬﺎﺭﻡ‬
‫ﻣﺴﻠﻤﺎﻥ ﻭ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺍﻋﺮﺍﺏﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﻣﺘﻘﺎﺑﻞﻣﺮﺩﻡ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ‬
‫ﻣﺴﻠﻤﺎﻥ ﻭ‬ ‫ﺩﺭﺱ ‪4‬‬
‫ﻋﺮﺏ ﻫﺎﻯ‬ ‫ﺗﺎﺛﻴﺮﺍﺕ ﻣﺘﻘﺎﺑﻞ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﺍﺳﻼﻡ ﻭ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﻳﻜﺪﻳﮕﺮ ﺧﺪﻣﺎﺕ ﻣﻬﻤﻰ ﻛﺮﺩﻩ ﺍﻧﺪ؟‬

‫ﺑﺎ ﻭﺭﻭﺩ ﺍﺳﻼﻡ ‪ ،‬ﻛﺸﻮﺭ ﻣﺎ ﻭﺍﺭﺩ ﻣﺮﺣﻠﺔ ﺟﺪﻳﺪﻯ ﺍﺯ ﺗﺎﺭﻳﺨﺶ‬

‫ﺷﺪ ‪ .‬ﺍﺳﻼﻡ ﺑﻪ ﻣﺎ ﻫﻮﻳﺖ ﺟﺪﻳﺪﻯ ﺩﺍﺩ ﻭ ﭘﺲ ﺍﺯ ﺁﻥ ﻛﺸﻮﺭ ﻣﺎ ﺑﻪ ﻧﺎﻡ‬
‫ﺳﺮﺯﻣﻴﻦ ﺍﺳﻼﻣﻰ ﻳﺎﺩ ﮔﺮﺩﻳﺪ‪ .‬ﺍﻳﻦ ﻫﻮﻳﺖ ﺟﺪﻳﺪ ﺑﺎﻋﺚ ﻳﮕﺎﻧﮕﻰ ﻭ‬
‫ﻭﺣﺪﺕ ﻛﺸﻮﺭ ﻣﺎ ﺷﺪ ﺯﻳﺮﺍ ﻫﻤﺔ ﺍﻗﻮﺍﻡ ﻭ ﻗﺒﺎﻳﻞ ﺻﺎﺣﺐ ﻋﻘﻴﺪﻩ ﻭ ﺩﻳﻦ‬
‫ﻳﮕﺎﻧﻪ ﻳﻰ ﺷﺪﻧﺪ‪.‬‬
‫ﺩﻳﻦ ﺍﺳﻼﻡ ﻫﻤﭽﻨﻴﻦ ﻣﻮﺍﻧﻊ ﻣﻮﺟﻮﺩ ﺩﺭ ﺭﺍﻩ ﺗﺤﺼﻴﻞ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ‬
‫ﺭﺍ ﺑﺮﺩﺍﺷﺖ ﻭ ﺍﻧﺤﺼﺎﺭ ﻋﻠﻢ ﺭﺍ ﻛﻪ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﻣﺮﺩﻣﺎﻥ ﻗﺪﺭﺗﻤﻨﺪ ﻭ‬
‫ﭘﻮﻟﺪﺍﺭ ﻭ ﻳﺎ ﺣﻜﻤﺮﺍﻥ ﺑﻮﺩ‪ ،‬ﺍﺯ ﺑﻴﻦ ﺑﺮﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺩﻟﻴﻞ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ‬
‫ﺭﺷﺪ ﻛﺮﺩ‪ .‬ﺷﻤﺎﺭ ﻋﻠﻤﺎ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺯﻳﺎﺩ ﮔﺮﺩﻳﺪ ﻭ ﺍﻓﺮﺍﺩ‬
‫ﺯﻳﺎﺩﻯ ﺧﺪﻣﺎﺕ ﻋﻠﻤﻰ ﺷﺎﻳﺴﺘﻪ ﻳﻲ ﺑﻪ ﺩﻧﻴﺎﻯ ﺩﺍﻧﺶ ﻋﺮﺿﻪ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺍﺯ ﺳﻮﻯ ﺩﻳﮕﺮ ﻣﺮﺩﻡ ﺳﺮﺯﻣﻴﻦ ﻣﺎ ﺑﺮ ﺿﺪ ﺭﻓﺘﺎﺭ ﺗﺒﻌﻴﺾ ﺁﻣﻴﺰ ﺷﻤﺎﺭﻯ‬

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 ‫ﺍﺯ ﻭﺍﻟﻴﺎﻥ ﺩﻭﺭﺓ ﺍﻣﻮﻯ ﻗﻴﺎﻡ ﻛﺮﺩﻧﺪ‪.‬ﺁﻧﺎﻥ ﺩﺭ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ ﺑﻪ ﺭﻫﺒﺮﻯ ﺍﺑﻮﻣﺴﻠﻢ ﺧﺮﺍﺳﺎﻧﻰ ﺳﻬﻢ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﺮﺩﻡ ﺍﻳﻦ ﻛﺸﻮﺭ ﺩﺭ ﺯﻣﻴﻨﺔ ﻧﺸﺮ ﺍﺳﻼﻡ ﻓﺪﺍﻛﺎﺭﻯ ﻫﺎﻯ ﺯﻳﺎﺩﻯ ﻛﺮﺩﻧﺪ ﻭ ﺍﺳﻼﻡ ﺭﺍ ﺑﻪ ﻧﻘﺎﻁ ﺷﺮﻗﻰ‬
‫ﮔﺴﺘﺮﺵ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺧﻼﺻﻪ ﺁﻧﻜﻪ ﺗﺎﺛﻴﺮ ﺍﺳﻼﻡ ﻭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺗﺎﺛﻴﺮ ﻣﺘﻘﺎﺑﻞ ﻭ ﺩﻭﺟﺎﻧﺒﻪ ﺍﺳﺖ؛ ﺍﺳﻼﻡ ﺑﻪ ﻣﺮﺩﻡ ﻣﺎ ﻫﻮﻳﺖ ﺟﺪﻳﺪﻯ‬
‫ﺩﺍﺩ‪ ،‬ﻭﺣﺪﺕ ﻭ ﻳﮕﺎﻧﮕﻰ ﺑﺨﺸﻴﺪ ‪ ،‬ﺩﺭﻫﺎﻯ ﻋﻠﻮﻡ ﺭﺍ ﮔﺸﻮﺩ ؛ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻧﻴﺰ ﺍﺯ ﻃﺮﻳﻖ ﺍﺭﺍﺋﺔ ﺧﺪﻣﺎﺕ‬
‫ﻋﻠﻤﻰ ﻭ ﻓﺮﻫﻨﮕﻰ ﻭ ﻧﻴﺰ ﺑﺎ ﺟﺎﻧﻔﺸﺎﻧﻰ ﺩﺭ ﺭﺍﻩ ﺍﻧﺘﺸﺎﺭ ﺁﻥ‪ ،‬ﺩﺭ ﺑﻨﺎﻯ ﻗﺼﺮ ﺑﺎ ﺷﻜﻮﻩ ﺗﻤﺪﻥ ﺍﺳﻼﻣﻰ ﺳﻬﻢ ﺧﻮﺑﻰ‬
‫ﮔﺮﻓﺘﻨﺪ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﻋﻠﻤﺎ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻧﻘﺶ ﺑﺴﻴﺎﺭ ﺍﺭﺯﻧﺪﻩ ﻳﻰ ﺍﻳﻔﺎﻛﺮﺩﻧﺪ‪.‬‬

‫ﺯﻳﺎﺭﺗﮕﺎﻩ ﺣﻀﺮﺕ ﻋﻠﻰ ﺍﺑﻦ ﺍﺑﻰ ﻃﺎﻟﺐ )ﻛﺮﻡ ﺍﷲ ﻭﺟﻬﻪ( ﺩﺭ ﺑﻠﺦ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﻪ ﺩﻭﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ ‪ .‬ﻳﻚ ﮔﺮﻭﻩ ﺧﺪﻣﺎﺕ ﺍﺳﻼﻡ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﻳﻚ ﮔﺮﻭﻩ‬
‫ﺩﻳﮕﺮ ﺧﺪﻣﺎﺕ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺍﺳﻼﻡ ﺭﺍ ﺑﻴﺎﻥ ﻛﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﻣﻬﻢ ﺗﺮﻳﻦ ﺗﺎﺛﻴﺮ ﺍﺳﻼﻡ ﺑﺮﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭼﻪ ﺑﻮﺩ؟‬
‫‪ -2‬ﭼﺮﺍ ﺑﻌﺪ ﺍﺯ ﺍﺳﻼﻡ ﺗﻌﺪﺍﺩ ﻋﻠﻤﺎ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻛﺸﻮﺭ ﻣﺎ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺖ؟‬
‫‪ -3‬ﺁﻳﺎ ﺍﺳﻼﻡ ﺗﻮﺍﻧﺴﺖ ﻛﻪ ﺑﻪ ﻣﺮﺩﻡ ﻭﺣﺪﺕ ﻭ ﻳﮕﺎﻧﮕﻰ ﺑﺒﺨﺸﺪ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -4‬ﺟﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﺳﻼﻡ ﺁﻣﺪ ‪ .........‬ﻣﺎ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﺍﺩ ﻭ ﺑﻪ ﻣﺎ ‪ ............‬ﺑﺨﺸﻴﺪ‪.‬‬

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 ‫ﻞ‬

‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﺩﻭﻡ‬ ‫ﻗﻠﻌﺔ ﺍ ﺧﺘﻴﺎﺭﺍﻟﺪﻳﻦ ﺩﺭ ﻫﺮﺍﺕ‬

‫ﺣﻜﻮﻣﺖﻫﺎﻯ ﻣﺴﺘﻘﻞ ﺍﺳﻼﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬

‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬
‫‪ -1‬ﻃﺎﻫﺮﻳﺎﻥ ‪ ،‬ﺻﻔﺎﺭﻳﺎﻥ ﻭ ﺳﺎﻣﺎﻧﻴﺎﻥ؛‬
‫‪ -2‬ﻏﺰﻧﻮﻳﺎﻥ ﻭ ﺳﻠﺠﻮﻗﻴﺎﻥ؛‬
‫‪ -3‬ﻏﻮﺭﻳﺎﻥ ﻭ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ؛‬
‫‪ -4‬ﻣﻐﻮﻻﻥ‪ ،‬ﺗﻴﻤﻮﺭﻳﺎﻥ ﻭ ﺁﻝ ﻛﺮﺕ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑ ﻓﺼﻞ‬

‫‪ -1‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺯﻣﻴﻨﻪ ﻫﺎﻯ ﺷﻜﻞ ﮔﻴﺮﻯ ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻣﺴﺘﻘﻞ ﻣﺤﻠﻰ‬
‫ﺍﺳﻼﻣﻰ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ؛‬

‫‪ -2‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺷﺨﺼﻴﺖ ﻫﺎﻳﻰ ﻛﻪ ﺑﺮﺍﻯ ﻧﺨﺴﺘﻴﻦ ﺑﺎﺭ ﺩﺭ ﺭﺍﻩ ﺍﺳﺘﻘﻼﻝ‬
‫ﻗﺪﻡ ﺑﺮﺩﺍﺷﺘﻨﺪ؛‬

‫‪ -3‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺳﻠﺴﻠﻪ ﻫﺎﻯ ﻣﺤﻠﻰ ﺍﺳﻼﻣﻰ ﺑﻌﺪ ﺍﺯ ﺍﺳﻼﻡ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ؛‬

‫‪ -4‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﭼﮕﻮﻧﮕﻰ ﺭﻭﺍﺑﻂ ﻣﻴﺎﻥ ﺳﻼﻃﻴﻦ ﻭ ﺧﺎﻧﻮﺍﺩﻩ ﻫﺎﻯ ﺣﺎﻛﻢ‬
‫ﻣﺤﻠﻰ؛‬

‫‪ -5‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﭼﮕﻮﻧﮕﻰ ﻫﺠﻮﻡ ﺳﭙﺎﻫﻴﺎﻥ ﭼﻨﮕﻴﺰ ﻭ ﺗﻴﻤﻮﺭ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ‬

‫ﻧﻴﺰ ﭼﮕﻮﻧﮕﻰ ﺷﻜﻞ ﮔﻴﺮﻯ ﺭﻭﺍﺑﻂ ﺩﻭﻟﺖ ﺁﻝ ﻛﺮﺕ ﺑﺎ ﻣﻐﻮﻻﻥ‪.‬‬

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 ‫ﻓﺼﻞ ‪1‬‬
‫ﺩﺭﺱ ﭘﻨﺠﻢ‬
‫ﺗﺎﺛﻴﺮﺍﺕ ﻣﺘﻘﺎﺑﻞ ﺍﻋﺮﺍﺏ ﻣﺴﻠﻤﺎﻥ ﻭ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬ ‫ﻃﺎﻫﺮﻳﺎﻥ ‪،‬ﺩﺭﺱ ‪4‬‬
‫ﺻﻔﺎﺭﻳﺎﻥ ﻭ ﺳﺎﻣﺎﻧﻴﺎﻥ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻧﺨﺴﺘﻴﻦ ﺣﻜﻮﻣﺖ ﻫﺎﻱ ﻣﺴﺘﻘﻞ ﺍﺳﻼﻣﻰ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺷﻜﻞ ﮔﺮﻓﺘﻨﺪ؟‬

‫ﻃﺎﻫﺮﻳﺎﻥ‬
‫ﻃﺎﻫﺮ ﻓﺮﺯﻧﺪ ﺣﺴﻴﻦ ﺩﺭ ﺍﺻﻞ ﺍﺯ ﺍﻫﺎﻟﻰ ﭘﻮﺷﻨﮓ ﻳﺎ ﺯﻧﺪﻩ ﺟﺎﻥ ﻛﻨﻮﻧﻰ ﻫﺮﺍﺕ ﺑﻮﺩ‪ .‬ﻭﻯ ﺑﻪ ﺳﺎﻝ ‪ 159‬ﻕ‬
‫‪776/‬ﻡ ﺗﻮﻟﺪ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﻃﺎﻫﺮ ﺍﺯ ﻫﻤﺎﻥ ﺁﻏﺎﺯ ﺟﻮﺍﻧﻰ ﺩﺭ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺳﻴﺎﺳﻰ ﻭ ﺍﺟﺘﻤﺎﻋﻰ ﺷﺮﻛﺖ ﻣﻰ ﻛﺮﺩ‪ .‬ﻭﻯ ﺩﺭ ﺍﺧﺘﻼﻑ ﺩﻭ ﺑﺮﺍﺩﺭ‬
‫ﻣﺎﻣﻮﻥ ﻭ ﺍﻣﻴﻦ ﻋﺒﺎﺳﻰ ﺍﺯ ﻣﺎﻣﻮﻥ ﺍﻟﺮﺷﻴﺪ ﺣﻤﺎﻳﺖ ﻛﺮﺩ ﻭ ﺩﺭ ﺳﺎﻝ ‪195‬ﻕ‪811/‬ﻡ ﺍﻣﻴﻦ ﺭﺍ ﺑﻪ ﻗﺘﻞ ﺭﺳﺎﻧﻴﺪ‪.‬‬
‫ﺍﺯ ﺍﻳﻦ ﭘﺲ ﻣﺎﻣﻮﻥ ﺍﻟﺮﺷﻴﺪ ﺧﻠﻴﻔﺔ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺷﺪ‪ .‬ﻭﻯ ﺳﭙﺲ ﺍﺯ ﻃﺮﻑ ﺧﻠﻴﻔﻪ ﻣﺎﻣﻮﻥ ﺑﻪ ﺣﻴﺚ ﺣﻜﻤﺮﺍﻥ ﺧﺮﺍﺳﺎﻥ‪،‬‬
‫ﻣﻘﺮﺭ ﺷﺪ‪ .‬ﻃﺎﻫﺮ ﺩﺭ ﺍﻳﻨﺠﺎ ﺩﺭ ﻳﻜﻰ ﺍﺯ ﺭﻭﺯ ﻫﺎﻯ ﺟﻤﻌﺔ ﺳﺎﻝ ‪ 207‬ﻕ‪822/‬ﻡ ﺑﺮ ﻣﻨﺒﺮ ﺭﻓﺖ ﻭﻧﺎﻡ ﺧﻠﻴﻔﻪ ﺭﺍ ﺍﺯ ﺧﻄﺒﻪ‬
‫ﺍﻧﺪﺍﺧﺖ ﻭ ﺍﺳﺘﻘﻼﻝ ﺧﻮﺩ ﺭﺍ ﺍﻋﻼﻡ ﺩﺍﺷﺖ ﺍﻣﺎ ﺩﺭ ﻓﺮﺩﺍﻯ ﻫﻤﺎﻥ ﺭﻭﺯ ﺑﻪ ﻗﺘﻞ ﺭﺳﻴﺪ‪ .‬ﭘﺲ ﺍﺯ ﺍﻭ ﻓﺮﺯﻧﺪﺍﻧﺶ ﺩﺭ‬
‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺣﻜﻮﻣﺖ ﺭﺳﻴﺪﻧﺪ ﻭ ﭘﻨﺠﺎﻩ ﻭ ﭘﻨﺞ ﺳﺎﻝ ﺑﺮ ﺳﺮﻗﺪﺭﺕ ﺑﺎﻗﻰ ﻣﺎﻧﺪﻧﺪ‪.‬‬
‫ﺁﺧﺮﻳﻦ ﻓﺮﺩ ﺍﻳﻦ ﺧﺎﻧﺪﺍﻥ ﻣﺤﻤﺪ ﻧﺎﻡ ﺩﺍﺷﺖ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ 259‬ﻕ‪873/‬ﻡ ﺗﻮﺳﻂ ﻳﻌﻘﻮﺏ ﻓﺮﺯﻧﺪ ﻟﻴﺚ‬
‫ﺻﻔﺎﺭﻯ ﺩﺳﺘﮕﻴﺮﺷﺪ ﻭ ﺩﺭ ﺯﻧﺪﺍﻥ ﺳﻴﺴﺘﺎﻥ ﺩﺭﮔﺬﺷﺖ‪.‬‬

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 ‫ﺻﻔﺎﺭﻳﺎﻥ‬
‫ﺁﻏﺎﺯﮔﺮ ﻭ ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﺣﻜﻮﻣﺖ ﺻﻔﺎﺭﻯ ﻫﺎ ﻳﻌﻘﻮﺏ ﻓﺮﺯﻧﺪ ﻟﻴﺚ ﺍﺳﺖ‪ .‬ﻭﻯ ﺍﺯ ﻣﺮﺩﻡ ﺳﻴﺴﺘﺎﻥ ﺑﻮﺩ ﺩﺭ‬
‫ﺟﻨﻮﺏ ﻏﺮﺏ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭ ﺩﺭ ﺳﺎﻝ ‪ 207‬ﻕ ‪822/‬ﻡ ﺗﻮﻟﺪ ﺷﺪ‪ .‬ﭘﺪﺭﺵ ﺷﻐﻞ ﻣﺴﮕﺮﻯ ﺩﺍﺷﺖ ﻭ ﺑﻪ ﻫﻤﻴﻦ‬
‫ﺩﻟﻴﻞ ﺑﻪ ﻳﻌﻘﻮﺏ ﻭ ﺑﺮﺍﺩﺭﺍﻧﺶ‪ -‬ﻋﻤﺮﻭ ‪ ،‬ﻋﻠﻰ ﻭ ﻃﺎﻫﺮ – ﺻﻔﺎﺭﻳﺎﻥ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﻳﻌﻘﻮﺏ ﺩﺭ ﺟﻮﺍﻧﻰ ﺑﻪ ﮔﺮﻭﻩ ﻋﻴﺎﺭﺍﻥ ﭘﻴﻮﺳﺖ‪ .‬ﻭﻯ ﺩﺭ ﺍﻳﻦ ﮔﺮﻭﻩ ﺑﻪ ﺭﺗﺒﺔ ﺍﻓﺴﺮﻱ ﻳﺎ ﭘﻴﺸﻮﺍﺋﻰ ﺭﺳﻴﺪ‪.‬‬
‫ﻳﻌﻘﻮﺏ ﺑﺎ ﻫﻤﻜﺎﺭﻯ ﻋﻴﺎﺭﺍﻥ‪ ،‬ﺷﻬﺮﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺳﻴﺴﺘﺎﻥ ﺭﺍ ﮔﺮﻓﺖ ﺍﻣﺎ ﺑﻴﻌﺖ ﺭﺳﻤﻰ ﻣﺮﺩﻡ ﺳﻴﺴﺘﺎﻥ ﺑﺎ‬
‫ﺍﻭ ﺩﺭ ﺭﻭﺯ ‪ 25‬ﻣﺤﺮﻡ ﺳﺎﻝ ‪ 247‬ﻕ‪861/‬ﻡ ﺻﻮﺭﺕ ﮔﺮﻓﺖ ﺍﺯ ﺍﻳﻦ ﭘﺲ‪ ،‬ﻳﻌﻘﻮﺏ ﺑﻪ ﺟﻨﮓ ﺯﻧﺒﻴﻞ ﺷﺎﻩ‬
‫ﺭﻓﺖ ﻭ ﻣﻨﺎﻃﻖ ﻣﻬﻢ ﻣﻤﻠﻜﺖ ﻣﺎ ﺑﻪ ﺩﺳﺖ ﻳﻌﻘﻮﺏ ﺍﻓﺘﺎﺩ‪ ،‬ﻣﺤﻤﺪ ﺁﺧﺮﻳﻦ ﻓﺮﺩ ﺧﺎﻧﺪﺍﻥ ﻃﺎﻫﺮﻳﺎﻥ ﻧﻴﺰ‬
‫ﺍﺳﻴﺮ ﺍﻭ ﺷﺪ‪.‬‬
‫ﻳﻌﻘﻮﺏ ﻛﻪ ﺩﺭ ﺧﻮﺩ ﻗﺪﺭﺕ ﻭ ﺗﻮﺍﻧﺎﻳﻰ ﺍﺣﺴﺎﺱ ﻣﻰ ﻛﺮﺩ‪ ،‬ﺑﻪ ﺳﺎﻝ ‪ 262‬ﻕ‪867/‬ﻡ ﺧﻮﺍﺳﺘﺎﺭ ﺍﺩﺍﺭﺓ‬
‫ﺑﻐﺪﺍﺩ‪ ،‬ﻣﺮﻛﺰ ﺧﻼﻓﺖ ﻋﺒﺎﺳﻰ ﺷﺪ ﻛﻪ ﺩﺭ ﻧﺘﻴﺠﻪ‪ ،‬ﻛﺎﺭ ﺍﻭ ﺑﻪ ﺟﻨﮓ ﺑﺎ ﻣﻌﺘﻤﺪ ﺧﻠﻴﻔﺔ ﻋﺒﺎﺳﻰ ﻣﻨﺠﺮﺷﺪ‬
‫ﺍﻣﺎ ﺷﻜﺴﺖ ﺧﻮﺭﺩ‪.‬ﻳﻌﻘﻮﺏ ﺩﺭ ﺳﺎﻝ ‪ 265‬ﻕ‪879/‬ﻡ ﺩﺭ ﮔﺬﺷﺖ ﻭ ﭘﺲ ﺍﺯ ﺍﻭ ﻋﻤﺮﻭ‪ ،‬ﺑﺮﺍﺩﺭﺵ ﺭﻭﻯ ﻛﺎﺭ‬
‫ﺁﻣﺪ ﻋﻤﺮﻭ ﺻﻔﺎﺭﻯ ﻧﻴﺰ ﻛﻪ ﺳﺎﻣﺎﻧﻴﺎﻥ ﺭﺍ ﺭﻗﻴﺐ ﺧﻮﻳﺶ ﻣﻰ ﺩﺍﻧﺴﺖ ﺩﺭ ﺳﺎﻝ ‪ 287‬ﻕ‪900/‬ﻡ ﺑﻪ ﺟﻨﮓ‬
‫ﺁﻧﺎﻥ ﺭﻓﺖ ﺍﻣﺎ ﻃﻰ ﺟﻨﮓ ﺩﺭ ﻧﺰﺩﻳﻜﻰ ﺑﻠﺦ ﺷﻜﺴﺖ ﺧﻮﺭﺩ ﻭ ﺍﺳﻴﺮ ﺍﺳﻤﺎﻋﻴﻞ ﺳﺎﻣﺎﻧﻲ ﺷﺪ ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﺻﻔﺎﺭﻯﻫﺎ ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺑﻪ ﺻﻮﺭﺕ ﻣﺤﺪﻭﺩﻯ ﺗﺎ ﺳﺎﻝ ‪ 300‬ﻕ‪913/‬ﻡ ﺩﺭ ﺳﻴﺴﺘﺎﻥ ﺍﺩﺍﻣﻪ‬
‫ﻳﺎﻓﺖ‪.‬‬

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 ‫ﺳﺎﻣﺎﻧﻴﺎﻥ‬
‫ﺳﺎﻣﺎﻧﻴﺎﻥ ﺍﺯ ﻓﺮﺯﻧﺪﺍﻥ ﺷﺨﺼﻰ ﺑﻪ ﻧﺎﻡ ﺳﺎﻣﺎﻥ ﺑﻪ ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﺳﺎﻣﺎﻥ ﺍﺯ ﻣﺮﺩﻡ ﺑﻠﺦ ﺑﻮﺩ ﻭ ﺩﺭ ﺯﻣﺎﻥ ﺍﻣﻮﻳﺎﻥ‬
‫ﻣﺴﻠﻤﺎﻥ ﺷﺪ‪ .‬ﻓﺮﺯﻧﺪﺍﻧﺶ ﺑﻪ ﻣﻘﺎﻣﺎﺕ ﻣﻬﻤﻰ ﺩﺭ ﺩﺳﺘﮕﺎﻩ ﺣﻜﻮﻣﺖ ﺭﺳﻴﺪﻧﺪ‪ .‬ﺑﻨﻴﺎﺩ ﮔﺬﺍﺭ ﺣﻜﻮﻣﺖ ﺳﺎﻣﺎﻧﻰ ﻫﺎ‪،‬‬
‫ﺍﺳﻤﺎﻋﻴﻞ ﺳﺎﻣﺎﻧﻰ ﺍﺳﺖ‪.‬‬
‫ﺍﻣﻴﺮ ﺍﺳﻤﺎﻋﻴﻞ ﻫﺸﺖ ﺳﺎﻝ ﭘﺎﺩ ﺷﺎﻫﻰ ﻛﺮﺩ ﻭ ﺷﻬﺮ ﺑﺨﺎﺭﺍ ﺭﺍ ﭘﺎﻳﺘﺨﺖ ﺧﻮﻳﺶ ﺳﺎﺧﺖ ﻭ ﺁﺑﺎﺩﺵ ﻛﺮﺩ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺩﺭﮔﺬﺷﺖ ﺍﻭ ﭘﺴﺮﺵ ﺍﺣﻤﺪ ﻭ ﺑﻪ ﺩﻧﺒﺎﻝ ﺍﻭ ﻧﺼﺮ ﺑﻪ ﭘﺎﺩﺷﺎﻫﻰ ﺭﺳﻴﺪﻧﺪ‪ .‬ﺣﻜﻮﻣﺖ ﻧﺼﺮ ﺍﻭﺝ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻰ ﻭ‬
‫ﺩﺭﺧﺸﺶ ﺳﺎﻣﺎﻧﻴﺎﻥ ﺍﺳﺖ ﺯﻳﺮﺍ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻭﮔﺮﻭﻩ ﺯﻳﺎﺩﻯ ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺩﺭ ﺩﺭﺑﺎﺭ ﺳﺎﻣﺎﻧﻴﺎﻥ ﮔﺮﺩ ﺁﻣﺪﻧﺪ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﺳﺎﻣﺎﻧﻰ ﺩﺭ ﺍﺑﺘﺪﺍ ﺍﺯ ﻧﻈﻢ ﻭ ﺍﺩﺍﺭﺓ ﺧﻮﺑﻰ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪ .‬ﺍﻣﺎ ﭘﺲ ﺍﺯ ﺁﻧﻜﻪ ﺍﻣﺮﺍﻯ ﻣﺤﻠﻰ ﻗﺪﺭﺕ‬
‫ﻳﺎﻓﺘﻨﺪ ﺩﭼﺎﺭ ﻣﺸﻜﻼﺕ ﮔﺮﺩﻳﺪ‪ .‬ﻳﻜﻰ ﺍﺯ ﺍﻣﺮﺍﻯ ﻣﺤﻠﻰ‪ ،‬ﺁﻟﭗ ﺗﮕﻴﻦ ﻧﺎﻡ ﺩﺍﺷﺖ ﻛﻪ ﺍﺯ ﻓﺮﻣﺎﻥ ﺳﺎﻣﺎﻧﻴﺎﻥ ﺳﺮﭘﻴﭽﻲ‬
‫ﻧﻤﻮﺩ‪ .‬ﻭﻱ ﻧﻴﺮﻭﻫﺎﻯ ﺳﺎﻣﺎﻧﻰ ﺭﺍ ﺩﺭ ﻧﺎﺣﻴﺔ ﺧﻠﻢ ﺩﺭ ﺷﻤﺎﻝ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺷﻜﺴﺖ ﺩﺍﺩ‪ .‬ﺍﺯ ﺁﻧﺠﺎ ﻫﻤﺮﺍﻩ ﺑﺎ ﻃﺮﻓﺪﺍﺭﺍﻥ‬

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 ‫ﺧﻮﺩ ﺩﺭ ﻏﺰﻧﻰ ﺣﻜﻮﻣﺖ ﺟﺪﻳﺪﻯ ﺭﺍ ﺑﻪ ﺳﺎﻝ ‪ 351‬ﻕ‪962/‬ﻡ ﺍﺳﺎﺱ ﮔﺬﺍﺷﺖ‪.‬‬

‫ﺁﺭﺍﻣﮕﺎﻩ ﺍﻣﻴﺮ ﺍﺳﻤﺎﻋﻴﻞ ﺳﺎﻣﺎﻧﻰ ﺩﺭ ﺷﻬﺮ ﺑﺨﺎﺭﺍ‬

‫ﻓﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﻪ ﺻﻮﺭﺕ ﮔﺮﻭﻫﻰ ﺩﺭﺑﺎﺭﺓ ﻋﻠﺖ ﺳﻘﻮﻁ ﻭ ﺍﻧﻘﺮﺍﺽ ﺳﺎﻣﺎﻧﻴﺎﻥ ﺑﻪ ﺑﺤﺚ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻃﺎﻫﺮ ﺍﺯ ﻛﺠﺎ ﺑﻮﺩ ﻭ ﭼﮕﻮﻧﻪ ﺑﻪ ﻣﻘﺎﻣﺎﺕ ﺑﺎﻻﻯ ﺣﻜﻮﻣﺘﻰ ﺭﺳﻴﺪ؟‬
‫‪ -2‬ﻃﺎﻫﺮ ﭼﺮﺍ ﻧﺎﻡ ﺧﻠﻴﻔﻪ ﺭﺍ ﺍﺯ ﺧﻄﺒﻪ ﺍﻧﺪﺍﺧﺖ؟‬
‫‪ -3‬ﭼﻪ ﮔﺮﻭﻫﻰ ﺍﺯ ﻳﻌﻘﻮﺏ ﻟﻴﺚ ﺻﻔﺎﺭﻯ ﺩﺭ ﺍﺑﺘﺪﺍ ﺣﻤﺎﻳﺖ ﻛﺮﺩ؟‬
‫‪ -4‬ﭼﺮﺍ ﺭﻭﺍﺑﻂ ﻳﻌﻘﻮﺏ ﻓﺮﺯﻧﺪ ﻟﻴﺚ ﺻﻔﺎﺭﻯ ﺑﺎ ﺧﻠﻴﻔﺔ ﺑﻐﺪﺍﺩ ﺧﺮﺍﺏ ﺷﺪ؟‬
‫‪ -5‬ﭘﺎﻳﺘﺨﺖ ﺳﺎﻣﺎﻧﻴﺎﻥ ﺩﺭ ﻛﺠﺎ ﻗﺮﺍﺭ ﺩﺍﺷﺖ؟‬
‫‪-6‬ﺟﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﻣﻬﻢ ﺗﺮﻳﻦ ﭘﺎﺩﺷﺎﻩ ﺳﺎﻣﺎﻧﻲ ‪ ......‬ﻧﺎﻡ ﺩﺍﺷﺖ ﻭ ﺩﺭ ﺩﺭﺑﺎﺭ ﺍﻭ ‪.......‬ﺟﻤﻊ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪.‬‬
‫‪ -7‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﻋﻠﺖ ﺧﺮﺍﺑﻲ ﻭﺿﻊ ﺩﻭﻟﺖ ﺳﺎﻣﺎﻧﻲ ﭼﻪ ﺑﻮﺩ؟‬

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 ‫ﺩﺭﺱ ﺷﺸﻢ‬

‫ﻏﺰﻧﻮﻳﺎﻥ ﻭ ﺳﻠﺠﻮﻗﻴﺎﻥ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﺩﻭ ﺳﻠﺴﻠﺔ ﻏﺰﻧﻮﻯ ﻭ ﺳﻠﺠﻮﻗﻰ ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻣﻘﺘﺪﺭﻯ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺗﺸﻜﻴﻞ ﺩﺍﺩﻧﺪ؟‬

‫ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﺳﻠﺴﻠﺔ ﻏﺰﻧﻮﻳﺎﻥ ﺁﻟﭗ ﺗﮕﻴﻦ ﺍﺳﺖ‪ .‬ﺍﻭ ﺍﺯ ﺟﻤﻠﺔ ﺍﻣﺮﺍ ﻭ ﺳﺮﺩﺍﺭﺍﻥ ﺗﺮﻙ ﻧﮋﺍﺩ ﭘﺎﺩﺷﺎﻫﺎﻥ‬
‫ﺳﺎﻣﺎﻧﻰ ﺑﻮﺩ‪.‬ﺍﻣﺎ ﺗﺜﺒﻴﺖ ﺣﻜﻮﻣﺖ ﻭ ﭘﺎﺩﺷﺎﻫﻰ ﻏﺰﻧﻮﻳﺎﻥ ﺗﻮﺳﻂ ﺳﺒﻜﺘﮕﻴﻦ ﺻﻮﺭﺕ ﮔﺮﻓﺖ‪ .‬ﻭﻯ ﺩﺍﻣﺎﺩ‬
‫ﺁﻟﭗ ﺗﮕﻴﻦ ﺑﻮﺩ ﻭ ﺩﺭ ﺟﻨﮓ ﺑﺎ ﭘﺎﺩﺷﺎﻩ ﻏﺰﻧﻰ‪ -‬ﻟﻮﻳﻚ‪ -‬ﭘﻴﺮﻭﺯﻯ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪.‬‬
‫ﺳﺒﻜﺘﮕﻴﻦ ﻫﻤﭽﻨﻴﻦ ﺳﺎﺣﺔ ﺣﻜﻮﻣﺖ ﻏﺰﻧﻮﻳﺎﻥ ﺭﺍ ﺗﺎ ﺟﻴﭙﺎﻝ ﺩﺭ ﻫﻨﺪ ﺭﺳﺎﻧﻴﺪ‪ .‬ﭘﺲ ﺍﺯ ﺍﻭ ﭘﺴﺮﺵ‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻯ ﭘﺎﺩﺷﺎﻩ ﺷﺪ‪ .‬ﺍﻭ ﭘﺎﻳﻪ ﻫﺎﻯ ﺣﻜﻮﻣﺘﺶ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺑﻴﺸﺘﺮ ﻣﺤﻜﻢ ﺳﺎﺧﺖ ﻭ ﺑﺎ‬
‫ﻟﺸﻜﺮﻛﺸﻰ ﻫﺎﻯ ﺯﻳﺎﺩ ﺑﻪ ﺟﺎﻧﺐ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺩﺍﻣﻨﺔ ﺣﻜﻮﻣﺘﺶ ﺭﺍ ﺑﻪ ﺁﻥ ﺳﺮﺯﻣﻴﻦ ﺭﺳﺎﻧﻴﺪ‪ .‬ﻭﻯ ﺩﺭ ﺍﻳﻦ ﺣﻤﻼﺕ‪،‬‬
‫ﻏﻨﺎﻳﻢ ﺯﻳﺎﺩﻯ ﻧﻴﺰ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ ﻭ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻏﺰﻧﻲ ﻣﻨﺘﻘﻞ ﺳﺎﺧﺖ‪.‬‬
‫ﺑﺎ ﺛﺮﻭﺕ ﻫﺎ ﻭ ﻏﻨﺎﻳﻢ ﻣﺬﻛﻮﺭ‪ ،‬ﺷﻬﺮ ﻏﺰﻧﻲ ﺁﺑﺎﺩ ﺗﺮ ﺷﺪ‪ ،‬ﺷﺎﻋﺮﺍﻥ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺯﻳﺎﺩﻯ ﺩﺭ ﺁﻧﺠﺎ ﺳﻜﻮﻧﺖ‬
‫ﺍﺧﺘﻴﺎﺭ ﻛﺮﺩﻧﺪ ﻣﺎﻧﻨﺪ ﺍﺑﻮﺭﻳﺤﺎﻥ ﺑﻴﺮﻭﻧﻰ‪ ،‬ﺍﺑﻮﻣﻨﺼﻮﺭ ﺩﻗﻴﻘﻰ‪ ،‬ﻓﺮﺧﻰ ﺳﻴﺴﺘﺎﻧﻰ ﻭ ﻋﻨﺼﺮﻯ ﺑﻠﺨﻰ‪.‬‬

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 ‫ﻏﺰﻧﻮﻳﺎﻥ ﭘﺲ ﺍﺯ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻯ ﺑﻪ ﺳﺎﻝ ‪ 421‬ﻕ‪1030/‬ﻡ ﻭﻓﺎﺕ ﻧﻤﻮﺩ‪ .‬ﭘﺲ ﺍﺯ ﺍﻭ ﻓﺮﺯﻧﺪﺵ ﺳﻠﻄﺎﻥ‬
‫ﻣﺴﻌﻮﺩ ﺑﻪ ﭘﺎﺩﺷﺎﻫﻰ ﺭﺳﻴﺪ‪ .‬ﻭﻯ ﻫﻮﺵ ﻭ ﺫﻛﺎﻭﺕ ﭘﺪﺭ ﺭﺍ ﻧﺪﺍﺷﺖ ﻟﺬﺍ ﺳﺮﺩﺍﺭﺍﻥ ﺣﻜﻮﻣﺖ ﻏﺰﻧﻮﻯ‬
‫ﺍﺯ ﺍﻭ ﻧﺎﺍﻣﻴﺪ ﺷﺪﻧﺪ ﻭ ﺍﺯ ﺣﻤﺎﻳﺘﺶ ﺩﺳﺖ ﺑﺮﺩﺍﺷﺘﻨﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺣﺎﻝ ﺩﺭ ﺁﺳﻴﺎﻯ ﻣﺮﻛﺰﻱ ﻗﺪﺭﺕ ﺗﺮﻙ‬
‫ﻧﮋﺍﺩ ﺩﻳﮕﺮﻯ ﻇﻬﻮﺭ ﻛﺮﺩ‪ .‬ﺍﻳﻨﺎﻥ ﺳﻠﺠﻮﻗﻴﺎﻥ ﻧﺎﻡ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﭘﺲ ﺍﺯ ﺗﺼﺮﻑ ﻣﺮﻭ‪ ،‬ﻧﻴﺸﺎﺑﻮﺭ ﻭ‬
‫ﻫﺮﺍﺕ ﺁﻣﺎﺩﺓ ﺟﻨﮓ ﺑﺎ ﻏﺰﻧﻮﻳﺎﻥ ﺷﺪﻧﺪ‪ .‬ﺟﻨﮓ ﺩﻭﻃﺮﻑ ﺑﻪ ﺳﺎﻝ ‪ 431‬ﻕ‪1040/‬ﻡ ﺩﺭ ﻧﺎﺣﻴﺔ‬
‫ﺩﻧﺪﺍﻥ ﻗﺎﻥ – ﺩﺭ ﻧﺰﺩﻳﻜﻰ ﺳﺮﺧﺲ ‪ -‬ﺭﻭﻯ ﺩﺍﺩ ﻭﻃﻰ ﺁﻥ ﻏﺰﻧﻮﻳﺎﻥ ﺷﻜﺴﺖ ﺧﻮﺭﺩﻧﺪ‪.‬‬
‫ﺳﻠﻄﺎﻥ ﻣﺴﻌﻮﺩ ﻏﺰﻧﻮﻯ ﺍﺯ ﻣﻴﺪﺍﻥ ﺟﻨﮓ ﮔﺮﻳﺨﺖ ﻭ ﺑﻪ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺭﻓﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﭘﺲ ﺣﻜﻮﻣﺖ‬
‫ﺿﻌﻴﻒ ﺷﺪﺓ ﻏﺰﻧﻮﻳﺎﻥ ﺗﺎ ﻳﻜﺼﺪ ﻭ ﺳﻰ ﺳﺎﻝ ﺩﻭﺍﻡ ﻧﻤﻮﺩ ﺍﻣﺎ ﻗﻠﻤﺮﻭ ﺁﻥ ﻣﺤﺪﻭﺩ ﺑﻮﺩ‪ .‬ﻏﺰﻧﻮﻳﺎﻥ ﺑﻪ ﺩﺳﺖ‬
‫ﭘﺎﺩﺷﺎﻫﺎﻥ ﻏﻮﺭﻯ ﺍﺯ ﻣﻴﺎﻥ ﺭﻓﺘﻨﺪ‪.‬‬

‫ﺑﺎﻻﺣﺼﺎﺭ ﻏﺰﻧﻪ‬

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 ‫ﺳﻠﺠﻮﻗﻴﺎﻥ‬
‫ﺳﻠﺠﻮﻗﻴﺎﻥ ﻧﻴﺰ ﺍﺯ ﮔﺮﻭﻩ ﺗﺮﻛﻤﻨﺎﻥ ﺑﻪ ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﺟﺪ ﺗﺮﻛﻤﻨﺎﻥ ﺳﻠﺠﻮﻗﻰ ﺷﺨﺼﻰ ﺑﻮﺩ ﺑﻪ ﻧﺎﻡ‬
‫ﺳﻠﺠﻮﻕ‪،‬ﻛﻪ ﭼﻬﺎ ﺭ ﻓﺮﺯﻧﺪ ﺩﺍﺷﺖ‪ .‬ﻳﻜﻰ ﺍﺯ ﻓﺮﺯﻧﺪﺍﻥ ﺍﻭ ﺑﻪ ﻧﺎﻡ ﺍﺳﺮﺍﺋﻴﻞ ﺗﻮﺳﻂ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻯ‬
‫ﺩﺳﺘﮕﻴﺮﺷﺪ ‪ .‬ﻭﻱ ﻫﻔﺖ ﺳﺎﻝ ﺭﺍ ﺩﺭ ﺯﻧﺪﺍﻥ ﻛﺎﻟﻨﺠﺮ ﺩﺭ ﻫﻨﺪﻭﺳﺘﺎﻥ ﮔﺬﺭﺍﻧﻴﺪ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺟﺎ ﻓﻮﺕ ﻛﺮﺩ‪ .‬ﺍﻳﻦ‬
‫ﻛﺎﺭ‪ ،‬ﺩﺷﻤﻨﻰ ﺳﻠﺠﻮﻗﻴﺎﻥ ﺑﺎ ﻏﺰﻧﻮﻳﺎﻥ ﺭﺍ ﺑﺎﻋﺚ ﺷﺪ ؛ ﺍﻣﺎ ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﺳﻠﺴﻠﺔ ﺳﻠﺠﻮﻗﻰ ﻃﻐﺮﻝ ﺑﻴﮓ ﻧﻮﺍﺳﺔ ﺳﻠﺠﻮﻕ‬
‫ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺍﻭ ﺳﻠﻄﺎﻥ ﻣﺴﻌﻮﺩ ﻏﺰﻧﻮﻯ ﺭﺍ ﺩﺭ ﺟﻨﮓ ﺩﻧﺪﺍﻥ ﻗﺎﻥ ﺷﻜﺴﺖ ﺩﺍﺩ ﻭ ﻭﻻﻳﺎﺕ ﻣﻬﻤﻰ ﺭﺍ ﺩﺭ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ‪،‬‬
‫ﺍﻳﺮﺍﻥ ﻭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﻃﻐﺮﻝ ‪ ،‬ﺑﺮﺍﺩﺭ ﺯﺍﺩﻩ ﺍﺵ ﺁﻟﭗ ﺍﺭﺳﻼﻥ ﺑﻪ ﺣﻜﻮﻣﺖ ﺭﺳﻴﺪ ‪ .‬ﺍﻭ ﺭﻭﻣﻴﺎﻥ‬
‫ﺭﺍ ﺩﺭ ﺟﻨﮓ »ﻣﻼﺯﺟﺮﺩ« ﺷﻜﺴﺖ ﺩﺍﺩ ﻭ ﺁﺳﻴﺎﻯ ﺻﻐﻴﺮ ﺭﺍ ﮔﺮﻓﺖ ‪ .‬ﻓﺮﺯﻧﺪﺵ ﻣﻠﻚ ﺷﺎﻩ ﺳﻠﺠﻮﻗﻰ ﻧﻴﺰ ﺩﺭ ﺟﻬﺖ‬
‫ﺷﺮﻕ ﺗﺎ ﭼﻴﻦ ﻭ ﺩﺭ ﺟﻬﺖ ﻏﺮﺏ ﺗﺎ ﺑﺤﻴﺮﺓ ﻣﺪﻳﺘﺮﺍﻧﻪ ﭘﻴﺸﺮﻭﻱ ﻛﺮﺩ‪.‬‬

‫ﺳﻘﻮﻁ ﺳﻼﺟﻘﻪ‬
‫ﻗﻠﻤﺮﻭ ﮔﺴﺘﺮﺩﻩ ﻭ ﻭﺳﻴﻊ ﺳﻼﺟﻘﻪ ﻧﻴﺰ ﻣﻴﺎﻥ ﺷﺎﻫﺰﺍﺩﻩ ﮔﺎﻥ ﺳﻠﺠﻮﻗﻰ ﺗﻘﺴﻴﻢ ﺷﺪ‪ .‬ﺷﺎﻫﺰﺍﺩﻩ ﮔﺎﻥ ﺑﺎ ﻛﻤﻚ‬
‫ﻭﺯﻳﺮﺍﻥ ﺷﺎﻥ ﻛﻪ ﺍَﺗﺎﺑﻚ ﻧﺎﻡ ﺩﺍﺷﺘﻨﺪ ﺣﻜﻮﻣﺖ ﻣﻰ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﻫﻤﻴﻦ ﺍﻣﺮ ﺑﻪ ﺗﺠﺰﻳﺔ ﻗﻠﻤﺮﻭ ﺳﻠﺠﻮﻗﻰ ﻣﻨﺠﺮﺷﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ‪ ،‬ﺳﻠﺴﻠﻪ ﻫﺎﻯ ﺩﻳﮕﺮﻯ ﻛﻪ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ‪،‬‬
‫ﻗﺮﺍﺧﺘﺎﻳﻴﺎﻥ ﻭ ﻏﻮﺭﻳﺎﻥ ﻧﺎﻡ ﺩﺍﺷﺘﻨﺪ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻯ ﺁﻥ ﺭﺍ ﺑﻪ ﺗﺼﺮﻑ ﺧﻮﻳﺶ ﺩﺭ ﺁﻭﺭﺩﻧﺪ‪.‬‬

‫ﻗﻠﻤﺮﻭ ﺳﻠﺠﻮﻗﻴﺎﻥ‬

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 ‫ﺑﺰﺭﮔﺘﺮﻳﻦ ﺧﺪﻣﺖ ﺳﻠﺠﻮﻗﻰ ﻫﺎ‬
‫ﺍﺯ ﺟﻤﻠﻪ ﺧﺪﻣﺖ ﻫﺎﻯ ﺑﺰﺭگ ﺳﻠﺠﻮﻗﻰ ﻫﺎ ﺑﻪ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ ﻛﺸﻮﺭ ﻣﺎ ﺁﻥ ﺑﻮﺩ ﻛﻪ ﺍﻳﺸﺎﻥ ﻧﻴﺰ‬
‫ﺑﻪ ﺯﺑﺎﻥ ﻭ ﻓﺮﻫﻨﮓ ﻭ ﺍﺩﺏ ﺩﺭﻯ ﺗﻮﺟﻪ ﻧﺸﺎﻥ ﺩﺍﺩﻧﺪ‪ .‬ﺯﺑﺎﻥ ﻭ ﻓﺮﻫﻨﮓ ﺩﺭﻯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺍﺯ ﻃﺮﻳﻖ ﺳﻠﺠﻮﻗﻴﺎﻥ‬
‫ﺑﻪ ﻋﺮﺍﻕ‪،‬ﺁﺫﺭﺑﺎﻳﺠﺎﻥ ﻭ ﺁﺳﻴﺎﻯ ﺻﻐﻴﺮ ﺍﻧﺘﻘﺎﻝ ﻳﺎﻓﺖ‪.‬ﺁﻧﻬﺎ ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﻣﻌﻤﺎﺭﻯ ﻧﻴﺰ ﺧﺪﻣﺎﺗﻰ ﺑﻪ ﻛﺸﻮﺭ‬
‫ﻣﺎ ﻛﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺳﻠﺠﻮﻗﻴﺎﻥ ﺯﻳﺎﺭﺗﮕﺎﻩ ﺍﻣﺎﻡ ﺧﻮﺭﺩ ﺩﺭ ﺳﺮﭘﻞ ﺟﻮﺯﺟﺎﻥ ﺍﻋﻤﺎﺭ ﺷﺪ ﻭ ﻧﻴﺰ ﻣﻨﺎﺭﻯ‬
‫ﺩﺭ ﺩﻭﻟﺖ ﺁﺑﺎﺩ ﺑﻠﺦ ﺗﺰﻳﻴﻦ ﻳﺎﻓﺖ ‪ ،‬ﺯﻳﺎﺭﺕ ﺑﺎﺑﺎ‬
‫ﺣﺎﺗﻢ ﺩﺭ ﻏﺮﺏ ﺑﻠﺦ ﻧﻴﺰ ﺗﻌﻤﻴﺮ ﮔﺮﺩﻳﺪ‪.‬‬

‫ﺍﺯ ﺁﺛﺎﺭ ﺩﻭﺭﻩ ﺳﻠﺠﻮﻗﻰ‬

‫ﻓﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﮔﺮﺩﻧﺪ‪ .‬ﮔﺮﻭﻩ ﺍﻭﻝ ﻋﻠﺖ ﺗﺮﻗﻰ ﻏﺰﻧﻰ ﻭ ﺯﺑﺎﻥ ﻭ ﻓﺮﻫﻨﮓ ﺩﺭ ﻋﺼﺮ ﻏﺰﻧﻮﻳﺎﻥ‬
‫ﺭﺍ ﺗﻮﺿﻴﺢ ﺩﻫﻨﺪ ‪ .‬ﮔﺮﻭﻩ ﺩﻭﻡ ﻋﻠﺖ ﮔﺴﺘﺮﺵ ﺯﺑﺎﻥ ﻭ ﺍﺩﺏ ﺩﺭﻯ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺳﻼﺟﻘﻪ ﺭﺍ ﺑﻴﺎﻥ ﺩﺍﺭﺩ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻏﺰﻧﻮﻳﺎﻥ ﻭ ﺳﻠﺠﻮﻗﻴﺎﻥ ﺍﺯ ﻛﺪﺍﻡ ﻧﮋﺍﺩ ﺑﻮﺩﻧﺪ؟‬
‫‪ -2‬ﭼﺮﺍ ﺣﻜﻮﻣﺖ ﻏﺰﻧﻮﻯ ﻧﺘﻮﺍﻧﺴﺖ ﺩﺭ ﺑﺮﺍﺑﺮ ﺳﻼﺟﻘﻪ ﻣﻘﺎﻭﻣﺖ ﻧﻤﺎﻳﺪ؟‬
‫‪ -3‬ﻋﻠﺖ ﺩﺭﮔﻴﺮﻯ ﺳﻠﺠﻮﻗﻴﺎﻥ ﺑﺎ ﻏﺰﻧﻮﻳﺎﻥ ﭼﻪ ﺑﻮﺩ؟‬
‫‪ -4‬ﺩﻭﺗﻦ ﺍﺯﻣﻬﻢ ﺗﺮﻳﻦ ﭘﺎﺩ ﺷﺎﻫﺎﻥ ﺳﻠﺠﻮﻗﻰ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -5‬ﺟﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﻗﻠﻤﺮﻭ ﻭﺳﻴﻊ ﺳﻠﺠﻮﻗﻲ ﻣﻴﺎﻥ‪.....................‬ﺗﻘﺴﻴﻢ ﺷﺪ ﻭ ﺑﻪ ﻫﻤﻴﻦ‪.....................‬ﺁﻧﺎﻥ‪ ...................‬ﺷﺪﻧﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﻫﻔﺘﻢ‬

‫ﻏﻮﺭﻳﺎﻥ ﻭ ﺧﻮﺍﺭﺯﻣﺸﺎﻫﻴﺎﻥ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻏﻮﺭﻯ ﻫﺎ ﻳﻜﻲ ﺍﺯ ﻗﺪﻳﻤﻰ ﺗﺮﻳﻦ ﺧﺎﻧﺪﺍﻥ ﻫﺎﻯ ﻛﺸﻮﺭ ﻣﺎ ﺑﻪ ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﻨﺪ؟ﺁﻳﺎ ﺧﺒﺮﺩﺍﺭﻳﺪ ﻛﻪ ﺣﻜﻮﻣﺖ‬
‫ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ﺁﺧﺮﻳﻦ ﺣﻜﻮﻣﺖ ﺍﺯ ﺯﻣﺮﺓ ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻣﺴﺘﻘﻞ ﺍﺳﻼﻣﻰ ﻣﺤﻠﻲ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻮﺩ؟‬

‫ﻏﻮﺭﻳﺎﻥ‬
‫ﻏﻮﺭﻯ ﻫﺎ ﺍﺯ ﺧﺎﻧﺪﺍﻥ ﻫﺎﻯ ﺑﺴﻴﺎﺭ ﻗﺪﻳﻤﻰ ﻭ ﻛﻬﻦ ﺳﺮﺯﻣﻴﻦ ﻏﻮﺭ ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﺟﺪ ﺑﺰﺭگ ﺁﻧﻬﺎ ﻣﻠﻚ ﺷﻨﺴﺐ‬
‫ﻧﺎﻡ ﺩﺍﺷﺖ‪ .‬ﻭﻯ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺧﻼﻓﺖ ﺣﻀﺮﺕ ﻋﻠﻰ)ﺭﺽ( ﭼﻬﺎﺭﻣﻴﻦ ﺧﻠﻴﻔﺔ ﻣﺴﻠﻤﻴﻦ‪ ،‬ﺍﺳﻼﻡ ﺁﻭﺭﺩ ﻭ‬
‫ﻓﺮﻣﺎﻥ ﺣﻜﻮﻣﺖ ﻏﻮﺭ ﺭﺍ ﺍﺯ ﺍﻳﺸﺎﻥ ﮔﺮﻓﺖ‪ .‬ﻏﻮﺭﻯ ﻫﺎ ﺩﺭ ﻭﻓﺎﺩﺍﺭﻯ ﺑﻪ ﺧﺎﻧﺪﺍﻥ ﭘﻴﺎﻣﺒﺮ )ﺑﻨﻰ ﻫﺎﺷﻢ( ﺑﺴﻴﺎﺭ‬
‫ﻭﻓﺎﺩﺍﺭ ﺑﻮﺩﻧﺪ ﻟﺬﺍ ﺩﺭ ﻧﻬﻀﺖ ﻋﺒﺎﺳﻰ ﻓﻌﺎﻻﻧﻪ ﺷﺮﻛﺖ ﻛﺮﺩﻧﺪ‪ .‬ﺍﻣﻴﺮ ﻓﻮﻻﺩ ﻭ ﺍﻣﻴﺮ ﻛﺮﻭړ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻫﻤﻴﻦ‬
‫ﺧﺎﻧﺪﺍﻥ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻣﻴﺮ ﻣﺤﻤﺪ ﺳﻮﺭﻯ ﻧﻴﺰ ﺍﺯ ﺟﻤﻠﻪ ﺍﻣﺮﺍﻯ ﺧﺎﻧﺪﺍﻥ ﻏﻮﺭﻯ ﺍﺳﺖ‪ .‬ﺍﻭ ﺩﺭ ﺑﺮﺍﺑﺮ ﻟﺸﻜﺮﻛﺸﻰ ﻫﺎﻯ‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻯ ﺑﻪ ﻏﻮﺭ ﻣﻘﺎﻭﻣﺖ ﻛﺮﺩ ﺍﻣﺎ ﺳﺮ ﺍﻧﺠﺎﻡ ﺷﻜﺴﺖ ﺧﻮﺭﺩ ﻭ ﺍﺳﻴﺮ ﻏﺰﻧﻮﻳﺎﻥ ﮔﺮﺩﻳﺪ‪ .‬ﺍﺯ ﺍﻳﻦ‬
‫ﭘﺲ‪ ،‬ﻏﻮﺭﻯ ﻫﺎ ﺯﻳﺮ ﻓﺮﻣﺎﻥ ﻏﺰﻧﻮﻳﺎﻥ ﺩﺭﺁﻣﺪﻧﺪ‪.‬‬
‫ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﺳﻠﺠﻮﻗﻴﺎﻥ ﺭﻭﻯ ﻛﺎﺭ ﺁﻣﺪﻧﺪ ﻏﻮﺭﻱ ﻫﺎ ﺑﺎ ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﭘﻴﻮﻧﺪ ﻫﺎﻳﻰ ﺩﺍﺷﺘﻨﺪ‪.‬ﺳﻠﻄﺎﻥ ﻏﻴﺎﺙ ﺍﻟﺪﻳﻦ ﻭ‬
‫ﺑﺮﺍﺩﺭﺵ ﺳﻠﻄﺎﻥ ﺷﻬﺎﺏ ﺍﻟﺪﻳﻦ ﻏﻮﺭﻯ ﺩﺍﻣﻨﺔ ﺣﻜﻮﻣﺖ ﻏﻮﺭﻯ ﻫﺎ ﺭﺍ ﺗﺎ ﻫﻨﺪ ﺭﺳﺎﻧﺪﻧﺪ‪ .‬ﺷﻬﺎﺏ ﺍﻟﺪﻳﻦ ﻏﻮﺭﻯ ﺑﻪ ﺳﺎﻝ‪602‬‬
‫ﻕ‪1206/‬ﻡ ﺩﺭ ﻧﺰﺩﻳﻜﻰ ﻻﻫﻮﺭ ﺗﻮﺳﻂ ﻫﻨﺪﻭﻫﺎ ﺑﻪ ﻗﺘﻞ ﺭﺳﻴﺪ‪ .‬ﭘﺲ ﺍﺯ ﺁﻥ ﺳﭙﺎﻫﻴﺎﻥ ﻏﻮﺭﻯ ﺩﺭ ﻫﻨﮕﺎﻡ ﺑﺎﺯﮔﺸﺖ ﺍﺯ ﺳﻮﻯ‬
‫ﺍﻗﻮﺍﻡ ﻭ ﻗﺒﺎﻳﻞ ﻧﺎﺭﺍﺿﻰ ﻏﺎﺭﺕ ﺷﺪﻧﺪ‪.‬ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ﺍﺯ ﺿﻌﻒ ﺁﻧﻬﺎ ﺳﻮﺩ ﺑﺮﺩﻧﺪ ﻭ ﺑﺮ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻣﺴﻠﻂ ﺷﺪﻧﺪ‪.‬‬

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 ‫ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ‬
‫ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ﺍﺯ ﺷﻬﺮ ﺧﻮﺍﺭﺯﻡ ﺩﺭ ﻣﺎﻭﺭﺍء ﺍﻟﻨﻬﺮ ﺑﺮﺧﺎﺳﺘﻨﺪ‪.‬ﮔﻮﻳﻨﺪ ﺍﻭﻟﻴﻦ ﻓﺮﺩ ﺣﻜﻤﺮﺍﻥ ﺍﻳﻦ ﺧﺎﻧﺪﺍﻥ‬
‫ﺍﻧﻮﺷﺘﮕﻴﻦ ﻏﺮﺟﻪ ﻣﻰ ﺑﺎﺷﺪ ﺍﻭ ﺍﺯ ﻏﺮﺟﺴﺘﺎﻥ ﻳﺎ ﻫﺰﺍﺭﺟﺎﺕ ﻓﻌﻠﻰ ﺑﻮﺩ ﺍﻣﺎ ﺍﻭﻟﻴﻦ ﻛﺴﻰ ﻛﻪ ﻧﺎﻡ ﺧﻮﺍﺭﻡ ﺷﺎﻩ ﺭﺍ‬
‫ﮔﺮﻓﺖ ﻓﺮﺯﻧﺪ ﺍﻭ ﻗﻄﺐ ﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺑﻮﺩﻩ ﺍﺳﺖ ﭘﺎﺩﺷﺎﻩ ﻣﺸﻬﻮﺭ ﺍﻳﻦ ﺧﺎﻧﺪﺍﻥ ﻋﻼءﺍﻟﺪﻳﻦ ﺗﻜﺶ ﻧﺎﻡ ﺩﺍﺷﺖ‪.‬‬
‫ﻭﻯ ﺁﺧﺮﻳﻦ ﭘﺎﺩﺷﺎﻩ ﺳﻠﺠﻮﻗﻰ ﻃﻐﺮﻝ ﺭﺍ ﻛﺸﺖ ﻭ ﻗﺴﻤﺖ ﻫﺎﻯ ﺯﻳﺎﺩﻯ ﺍﺯ ﺍﻳﺮﺍﻥ ﻭ ﺑﺨﺶ ﻫﺎﻳﻰ ﺍﺯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﮔﺮﻓﺖ‪ .‬ﻓﺮﺯﻧﺪﺵ ﻋﻼءﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﻧﻴﺰ ﺩﻭﻟﺖ ﻏﻮﺭﻯ ﻫﺎ ﺭﺍ ﺗﺎ ﺳﺎﻝ ‪ 612‬ﻕ ‪1216/‬ﻡ ﺍﺯ ﺑﻴﻦ‬
‫ﺑﺮﺩ‪ .‬ﻗﻠﻤﺮﻭ ﺣﻜﻮﻣﺖ ﺍﻭ ﺍﺯ ﺳﻨﺪ ﺩﺭ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺗﺎ ﻋﺮﺍﻕ ﻣﻰ ﺭﺳﻴﺪ‪ .‬ﺑﺎ ﻇﻬﻮﺭ ﻣﻐﻮﻻﻥ ‪ ،‬ﻋﻼءﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺑﺎ‬
‫ﻣﺸﻜﻼﺕ ﺟﺪﻯ ﺭﻭ ﺑﻪ ﺭﻭ ﺷﺪ‪ .‬ﻭﻯ ﺑﻪ ﺳﺎﻝ ‪ 617‬ﻕ‪1221/‬ﻡ ﺍﺯ ﺑﺮﺍﺑﺮ ﻣﻐﻮﻻﻥ ﮔﺮﻳﺨﺖ ﻭ ﺩﺭ ﻳﻜﻰ ﺍﺯ ﺟﺰﺍﻳﺮ‬
‫ﺩﺭﻳﺎﻯ ﻣﺎﺯﻧﺪﺭﺍﻥ ﭘﻨﺎﻩ ﺑﺮﺩ ﻭ ﺩﺭ ﻫﻤﺎﻥ ﺟﺎ ﻫﻢ ﺩﺭﮔﺬﺷﺖ‪ .‬ﻓﺮﺯﻧﺪﺵ ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﻛﻪ ﻣﻘﺎﻭﻣﺖ‬
‫ﻫﺎﻯ ﺯﻳﺎﺩﻯ ﺩﺭ ﻣﻘﺎﺑﻞ ﻣﻐﻮﻻﻥ ﻧﻤﻮﺩ ﻧﻴﺰ ﺑﻪ ﺳﺎﻝ ‪ 627‬ﻕ‪1330/‬ﻡ ﺗﻮﺳﻂ ﻛﺮﺩ ﻫﺎ ﻛﺸﺘﻪ ﺷﺪ ﻭ ﺣﻜﻮﻣﺖ‬
‫ﺧﻮﺍﺭﺯﻣﻰ ﻛﺎﻣ ً‬
‫ﻼ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ‪.‬‬

‫ﭘﺮﭼﻢ ﺩﻭﻟﺖ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﮔﺮﺩﻧﺪ ﻭ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻘﺸﻪ‪ ،‬ﺧﺎﺳﺘﮕﺎﻩ ﻏﻮﺭﻳﺎﻥ ﻭ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ‬
‫ﺭﺍ ﻣﺸﺨﺺ ﺳﺎﺯﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺳﺎﺑﻘﺔ ﺍﺳﻼﻡ ﺁﻭﺭﺩﻥ ﻏﻮﺭﻳﺎﻥ ﺑﻪ ﭼﻪ ﺯﻣﺎﻧﻲ ﻣﻰ ﺭﺳﺪ؟‬
‫‪ -2‬ﻣﻬﻢ ﺗﺮﻳﻦ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻏﻮﺭﻯ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -3‬ﺟﺎﻫﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ﺩﺭ ﺯﻣﺎﻥ ﻋﻼءﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺍﺯ ‪....................‬ﺗﺎ ‪ ....................‬ﺑﻮﺩ‪.‬‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﺑﻪ ‪ ....................‬ﻟﺸﻜﺮ ﻛﺸﻴﺪ ﻭ‪....................‬ﺗﻮﺳﻂ ﺍﻭ ﺍﺳﻴﺮ ﺷﺪ‪.‬‬
‫‪ -4‬ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﺎﻧﻰ ﻣﻨﻘﺮﺽ ﺷﺪﻧﺪ؟‬

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 ‫ﺩﺭﺱ ﻫﺸﺘﻢ‬

‫ﻣﻐﻮﻻﻥ‪ ،‬ﺗﻴﻤﻮﺭﻳﺎﻥ ﻭ ﺁﻝ ﻛﺮﺕ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﻣﻐﻮﻻﻥ ﻛﺸﻮﺭ ﻣﺎ ﺭﺍ ﺑﻪ ﺧﺎﻙ ﻭ ﺧﻮﻥ ﻛﺸﻴﺪﻧﺪ؟ ﺁﻳﺎ ﺁﮔﺎﻫﻰ ﺩﺍﺭﻳﺪﻛﻪ ﺁﻝ ﻛﺮﺕ ﺩﺭ ﺭﻭﺯﮔﺎﺭ‬
‫ﻣﻐﻮﻻﻥ ﺣﻜﻮﻣﺖ ﺗﺸﻜﻴﻞ ﺩﺍﺩﻧﺪ؟ ﺁﻳﺎ ﺷﻨﻴﺪﻩ ﺍﻳﺪ ﻛﻪ ﺗﻴﻤﻮﺭﻳﺎﻥ ﻧﻴﺰ ﺑﺮ ﻛﺸﻮﺭ ﻣﺎ ﺣﻜﻮﻣﺖ ﺭﺍﻧﺪﻧﺪ؟‬

‫ﻣﻐﻮﻻﻥ‬
‫ﻣﻐﻮﻻﻥ ﺍﺯ ﺍﻗﻮﺍﻡ ﻣﻬﻢ ﺁﺳﻴﺎﻳﻰ ﻫﺴﺘﻨﺪ‪.‬ﺳﺮﺯﻣﻴﻦ ﺷﺎﻥ ﻣﻐﻮﻟﺴﺘﺎﻥ ﻣﻴﺎﻥ ﺗﺮﻛﺴﺘﺎﻥ ﻭ ﭼﻴﻦ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺭﺩ‪ .‬ﺷﻜﻞ‬
‫ﺯﻧﺪﻩ ﮔﻰ ﺷﺎﻥ ﻗﺒﺎﻳﻠﻰ ﺑﻮﺩ ﻭ ﻫﻤﻴﺸﻪ ﺍﺯ ﻳﻚ ﺟﺎ ﺑﻪ ﺟﺎﻯ ﺩﻳﮕﺮ ﻣﻰ ﻛﻮﭼﻴﺪﻧﺪ‪.‬‬
‫ﻗﺒﺎﻳﻞ ﻣﻐﻮﻝ ﺩﺭ ﻟﻮﻳﻪ ﺟﺮﮔﻪ ﻳﻰ ﺑﻪ ﺳﺎﻝ ‪ 602‬ﻕ‪1206/‬ﻡ ‪ ،‬ﺗﻤﻮﭼﻴﻦ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﺭﻫﺒﺮ ﺧﻮﻳﺶ ﺍﻧﺘﺨﺎﺏ‬
‫ﻛﺮﺩﻧﺪ ﻭ ﺑﻪ ﺍﻭ ﻟﻘﺐ ﭼﻨﮕﻴﺰﺧﺎﻥ ﺩﺍﺩﻧﺪ‪ ،‬ﺍﻭ ﺍﻗﻮﺍﻡ ﻭ ﻗﺒﺎﻳﻞ ﻣﻐﻮﻝ ﺭﺍ ﺑﻴﺸﺘﺮ ﻣﺘﺤﺪ ﺳﺎﺧﺖ ﻭ ﺑﺮﺍﻯ ﺛﺒﺎﺕ ﻭ ﻧﻈﻢ‬
‫ﻣﺮﺩﻣﺶ ﻣﺠﻤﻮﻋﻪ ﻣﻘﺮﺭﺍﺗﻰ ﺑﻪ ﻧﺎﻡ »ﻳﺎﺳﺎ« ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩ‪.‬‬

‫ﺣﻤﻠﺔ ﻣﻐﻮﻻﻥ‬
‫ﭼﻨﮕﻴﺰ ﺧﺎﻥ ﺍﺑﺘﺪﺍ ﺷﻬﺮﻫﺎﻯ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ ﺭﺍ ﻫﺪﻑ ﻳﻮﺭﺵ ﻗﺮﺍﺭ ﺩﺍﺩ ﻭ ﺑﻪ ﺳﺎﻝ ‪ 616‬ﻕ‪1220/‬ﻡ ﺷﻬﺮ ﺍﺗﺮﺍﺭ ﺭﺍ‬
‫ﮔﺮﻓﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺷﻬﺮ ﭘﻴﺸﺘﺮ ﻳﻚ ﻛﺎﺭﻭﺍﻥ ﺗﺠﺎﺭﻯ ﻣﻐﻮﻟﻰ ﺍﺯ ﺳﻮﻯ ﺣﺎﻛﻢ ﺁﻧﺠﺎ ﻏﺎﺭﺕ ﺷﺪﻩ ﺑﻮﺩ‪.‬‬

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 ‫ﺷﻬﺮﻫﺎﻯ ﺑﺨﺎﺭﺍ‪ ،‬ﺳﻤﺮﻗﻨﺪ‪ ،‬ﺧﻮﺍﺭﺯﻡ ﻭ ﻣﺮﻭ ﻧﻴﺰ ﺑﻪ ﺩﺳﺖ ﻣﻐﻮﻻﻥ ﺍﻓﺘﺎﺩﻧﺪ ﻭ ﻫﺰﺍﺭﺍﻥ ﻧﻔﺮ ﺍﺯ ﺳﺎﻛﻨﺎﻥ ﺁﻧﻬﺎ‬
‫ﻛﺸﺘﻪ ﺷﺪﻧﺪ‪ .‬ﭼﻨﮕﻴﺰﺧﺎﻥ ﭘﺲ ﺍﺯ ﻓﺘﻮﺣﺎﺕ ﻣﺬﻛﻮﺭ ﺩﺳﺘﻮﺭ ﺣﻤﻠﻪ ﺑﻪ ﻛﺸﻮﺭ ﻣﺎ ﺭﺍ ﺩﺍﺩ‪ ،‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺷﻬﺮﻫﺎﻯ‬
‫ﻫﺮﺍﺕ‪ ،‬ﺑﺎﻣﻴﺎﻥ‪ ،‬ﻏﺰﻧﻪ ﻭ ﻛﺎﺑﻞ ﺗﻮﺳﻂ ﻣﻐﻮﻻﻥ ﻭﻳﺮﺍﻥ ﺷﺪﻧﺪ ﻭ ﻣﺮﺩﻡ ﺁﻧﻬﺎ ﺑﻪ ﻗﺘﻞ ﺭﺳﻴﺪﻧﺪ‪.‬‬
‫ﺍﺯ ﺍﻳﻦ ﭘﺲ ﻳﻜﻰ ﺍﺯ ﺗﺎﺭﻳﻚ ﺗﺮﻳﻦ ﺩﻭﺭﻩ ﻫﺎﻯ ﺗﺎﺭﻳﺦ ﻣﻤﻠﻜﺖ ﻣﺎ ﺁﻏﺎﺯ ﺷﺪ‪ .‬ﭼﻨﮕﻴﺰﺧﺎﻥ ﺩﺭ ﺳﺎﻝ‪622‬‬
‫ﻕ‪1225/‬ﻡ ﺑﻪ ﻣﻐﻮﻟﺴﺘﺎﻥ ﺑﺎﺯﮔﺸﺖ ﻭ ﺩﺭ ﺁﻧﺠﺎ ﻣﺮﺩ‪.‬‬
‫ﺑﺎﺭ ﺩﻳﮕﺮ ﻫﻮﻻﻛﻮﺧﺎﻥ ﺑﻪ ﺳﺎﻝ ‪ 651‬ﻕ‪1253/‬ﻡ ﺑﺮﺿﺪ ﺟﻬﺎﻥ ﺍﺳﻼﻡ ﻟﺸﻜﺮ ﻛﺸﻴﺪ‪ .‬ﺍﻭ ﺩﺭﺳﺎﻝ ‪ 656‬ﻕ‬
‫‪1258/‬ﻡ ﺑﻐﺪﺍﺩ ﺭﺍ ﺗﺼﺮﻑ ﻛﺮﺩ ﻭ ﺧﻠﻴﻔﺔ ﻋﺒﺎﺳﻰ ﺭﺍ ﻧﻴﺰ ﻛﺸﺖ‪.‬‬

‫ﺁﻝ ﻛﺮﺕ‬
‫ﺁﻝ ﻛﺮﺕ ﺭﺍ ﺑﺮﺧﻰ ﻣﺆﺭﺧﻴﻦ ﺍﺯ ﺍﻋﻤﺎﻡ ﺳﻠﺴﻠﺔ ﻏﻮﺭﻯ ﻫﺎ ﻭ ﺑﺮﺧﻰ ﺩﻳﮕﺮ ﺁﻥ ﻫﺎ ﺭﺍ ﺍﺯ ﺗﺮﻛﻤﻨﺎﻥ‬
‫ﺳﻠﺠﻮﻗﻰ ﻣﻴﺪﺍﻧﻨﺪ‪ .‬ﺑﻨﻴﺎﺩ ﮔﺬﺍﺭ ﺣﻜﻮﻣﺖ ﺁﻝ ﻛﺮﺕ ﺩﺭ ﻫﺮﺍﺕ ﻣﻠﻚ ﺷﻤﺲ ﺍﻟﺪﻳﻦ ﻛﺮﺕ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻭﻯ‬
‫ﺳﻴﺎﺳﺖ ﻫﻤﻜﺎﺭﻯ ﺑﺎ ﻣﻐﻮﻻﻥ ﺭﺍ ﺩﺭ ﭘﻴﺶ ﮔﺮﻓﺖ ﻭ ﺷﻬﺮ ﻫﺎﻯ ﻣﻠﺘﺎﻥ ﻭ ﻻﻫﻮﺭ ﺭﺍ ﺑﺮﺍﻯ ﻣﻐﻮﻻﻥ ﻣﻄﻴﻊ‬
‫ﺳﺎﺧﺖ‪.‬ﻣﻠﻚ ﺷﻤﺲ ﺍﻟﺪﻳﻦ ﺑﻪ ﺩﻟﻴﻞ ﺧﺪﻣﺎﺕ ﺻﺎﺩﻗﺎﻧﻪ ﺍﺵ ﺑﻪ ﻣﻐﻮﻻﻥ‪ ،‬ﻓﺮﻣﺎﻥ ﺣﻜﻮﻣﺖ ﺑﺮ ﺷﻬﺮ ﻫﺎﻯ ﻣﻬﻢ‬
‫ﻣﻤﻠﻜﺖ ﻣﺎ ﺭﺍ ﺍﺯ ﺍﻳﺸﺎﻥ ﮔﺮﻓﺖ‪ .‬ﻭﻯ ﺑﺮ ﺷﻬﺮﻫﺎﻯ ﻫﺮﺍﺕ‪ ،‬ﻗﻨﺪﻫﺎﺭ‪ ،‬ﻛﺎﺑﻞ‪ ،‬ﺑﺴﺖ‪ ،‬ﻫﺰﺍﺭﻩ ﺟﺎﺕ‪ ،‬ﺳﻨﺪ ﻭ ﻫﻨﺪ‬
‫ﻓﺮﻣﺎﻥ ﻣﻰ ﺭﺍﻧﺪ‪ .‬ﺟﺎﻧﺸﻴﻨﺎﻥ ﺍﻭ ﻧﻴﺰ ﺳﻴﺎﺳﺖ ﻫﻤﻜﺎﺭﻯ ﺑﺎ ﻣﻐﻮﻻﻥ ﺭﺍ ﺍﺩﺍﻣﻪ ﺩﺍﺩﻧﺪ‪ .‬ﺁﻝ ﻛﺮﺕ ﺳﺮ ﺍﻧﺠﺎﻡ ﺗﻮﺳﻂ‬
‫ﺗﻴﻤﻮﺭ‪ ،‬ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻨﺪ‪.‬‬

‫ﺗﻴﻤﻮﺭ‬
‫ﺗﻴﻤﻮﺭ ﻧﻴﺰ ﺍﺯ ﺟﻤﻠﻪ ﻭﺍﺑﺴﺘﮕﺎﻥ ﺗﺒﺎﺭﻯ ﭼﻨﮕﻴﺰﺧﺎﻥ ﺍﺳﺖ‪ .‬ﻭﻯ ﺩﺭ ﺷﻬﺮ ﺳﺒﺰ ﺩﺭ ﺟﻨﻮﺏ ﺳﻤﺮﻗﻨﺪ ﻣﺘﻮﻟﺪ ﺷﺪ‪.‬‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﺗﻴﻤﻮﺭ ﺩﺭ ﺍﺑﺘﺪﺍ ﺁﺳﻴﺎﻯ ﻣﺮﻛﺰﻯ ﺭﺍ ﻣﻄﻴﻊ ﺧﻮﻳﺶ ﺳﺎﺧﺖ ﻭ ﺷﻬﺮ ﺳﻤﺮﻗﻨﺪ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﺎﻳﺘﺨﺖ ﺧﻮﻳﺶ‬
‫ﺍﻧﺘﺨﺎﺏ ﻧﻤﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺣﻜﻮﻣﺖ ﻗﻮﻯ ﻭﺟﻮﺩ ﻧﺪﺍﺷﺖ‪ ،‬ﻟﺬﺍ ﺗﻴﻤﻮﺭ ﺑﻪ ﺁﺳﺎﻧﻰ ﺗﻮﺍﻧﺴﺖ‬
‫ﻛﻪ ﺁﻥ ﺭﺍ ﺑﻪ ﺗﺼﺮﻑ ﺧﻮﻳﺶ ﺩﺭﺁﻭﺭﺩ‪ .‬ﻭﻯ ﻫﻤﭽﻨﻴﻦ ﺍﻳﺮﺍﻥ‪ ،‬ﻗﺴﻤﺘﻲ ﺍﺯ ﻫﻨﺪ ﻭ ﺭﻭﺳﻴﻪ ﻭ ﻋﺜﻤﺎﻧﻰ ﺭﺍ‬
‫ﮔﺮﻓﺖ‪ .‬ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﻣﻰ ﺧﻮﺍﺳﺖ ﭼﻴﻦ ﺭﺍ ﻫﻢ ﺑﮕﻴﺮﺩ ﻣﺮﺩ‪.‬‬

‫ﺗﻴﻤﻮﺭﻳﺎﻥ ﻫﺮﺍﺕ‬
‫ﻭﻗﺘﻰ ﺗﻴﻤﻮﺭ ‪ 1‬ﺩﺭ ﺳﺎﻝ ‪ 807‬ﻕ‪1404/‬ﻡ ﻓﻮﺕ ﻛﺮﺩ‪ ،‬ﺍﻣﭙﺮﺍﺗﻮﺭﻯ ﻭﺳﻴﻌﺶ ﻧﻴﺰ ﻓﺮﻭ ﭘﺎﺷﻴﺪ‪.‬‬
‫ﻓﺮﺯﻧﺪﺍﻥ ﻭ ﻧﻮﺍﺳﻪ ﻫﺎﻱ ﺍﻭ ﺑﻪ ﺟﺎﻥ ﻳﻜﺪﻳﮕﺮ ﺍﻓﺘﺎﺩﻧﺪ‪ ،‬ﺍﺯ ﺟﻤﻠﺔ ﺁﻧﻬﺎ ﺷﺎﻫﺮﺥ ﻣﻴﺮﺯﺍ ﻓﺮﺯﻧﺪﻛﻮﭼﻚ‬
‫ﺗﻴﻤﻮﺭ‪ ،‬ﺣﻜﻮﻣﺖ ﺧﺮﺍﺳﺎﻥ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﻭﻯ ﻫﺮﺍﺕ ﺭﺍ ﻣﺮﻛﺰ ﺣﻜﻮﻣﺖ ﺧﻮﻳﺶ ﻗﺮﺍﺭ ﺩﺍﺩ‬
‫ﻭ ‪ 43‬ﺳﺎﻝ ﺣﻜﻮﻣﺖ ﻛﺮﺩ‪.‬ﺍﺯ ﻣﻴﺎﻥ ﻧﻮﺍﺳﻪ ﻫﺎﻯ ﺗﻴﻤﻮﺭ ﺣﻜﻮﻣﺖ ﺳﻠﻄﺎﻥ ﺣﺴﻴﻦ ﺑﺎﻳﻘﺮﺍ ﺩﺭ ﻫﺮﺍﺕ‬
‫ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﻣﻰ ﺑﺎﺷﺪ ﻭﻯ ﺳﻰ ﻭﺳﻪ ﺳﺎﻝ ﺣﻜﻮﻣﺖ ﻛﺮﺩ‪ .‬ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻭ ﻫﺮﺍﺕ ﺩﺭ ﺍﻭﺝ ﺷﻜﻮﻩ ﻭ‬
‫ﺷﻜﻮﻓﺎﻳﻰ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ .‬ﺩﺍﻧﺸﻤﻨﺪﺍﻥ‪ ،‬ﺍﻧﺪﻳﺸﻤﻨﺪﺍﻥ‪ ،‬ﺻﻨﻌﺖ ﻛﺎﺭﺍﻥ ﻭ ﻫﻨﺮﻣﻨﺪﺍﻥ ﺯﻳﺎﺩﻯ ﺩﺭ ﻫﺮﺍﺕ‬
‫ﮔﺮﺩ ﺁﻣﺪﻧﺪ ﻭ ﺁﺛﺎﺭ ﺍﺭﺯﺷﻤﻨﺪ ﺍﺩﺑﻰ ﻭ ﻫﻨﺮﻯ ﺭﺍ ﺧﻠﻖ ﻛﺮﺩﻧﺪ‪.‬‬

‫‪ -1‬ﺳﺎﻝ ﺗﻮﻟﺪ ﺗﻴﻤﻮﺭ ‪ 736‬ﻕ‪1335/‬ﻡ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬

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 ‫ﻛﻤﺎﻝ ﺍﻟﺪﻳﻦ ﺑﻬﺰﺍﺩ ﻭ ﻗﺎﺳﻢ ﻋﻠﻰ ﺍﺯ ﻧﻘﺎﺷﺎﻥ ﻣﻌﺮﻭﻑ‪ ،‬ﺳﻴﺪ ﻗﺎﺳﻢ ﺍﻧﻮﺍﺭ ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﺗﺼﻮﻑ‪،‬‬
‫ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺟﺎﻣﻰ ﻭ ﻋﻠﻰ ﺷﻴﺮ ﻧﻮﺍﻳﻰ ﺩﺭ ﻫﻤﻴﻦ ﺯﻣﺎﻥ ﺁﺛﺎﺭﺷﺎﻥ ﺭﺍ ﻋﺮﺿﻪ ﺩﺍﺷﺘﻨﺪ‪.‬‬

‫ﻣﺴﺠﺪ ﺟﺎﻣﻊ ﻫﺮﺍﺕ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭﮔﺮﻭﻩ )ﺍﻟﻒ( ﻭ )ﺏ( ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪ ،‬ﮔﺮﻭﻩ )ﺍﻟﻒ( ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻘﺸﺔ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ‬
‫ﻣﻮﻗﻌﻴﺖ ﻣﻐﻮﻟﺴﺘﺎﻥ ﺭﺍ ﻣﺸﺨﺺ ﺳﺎﺯﺩ ﻭ ﮔﺮﻭﻩ )ﺏ( ﻭﻻﻳﺎﺗﻰ ﺭﺍ ﻣﺸﺨﺺ ﺳﺎﺯﺩ ﻛﻪ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ‪ ،‬ﺩﺭ‬
‫ﻫﺠﻮﻡ ﭼﻨﮕﻴﺰﺧﺎﻥ ﺑﻪ ﺗﺼﺮﻑ ﻣﻐﻮﻻﻥ ﺩﺭ ﺁﻣﺪﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺷﻜﻞ ﺯﻧﺪﻩ ﮔﻲ ﻣﻐﻮﻻﻥ‪ .......‬ﺑﻮﺩ ﻭ ﻫﻤﻴﺸﻪ ﺍﺯ ﻳﻚ ﺟﺎ ﺑﻪ ﺟﺎﻱ ﺩﻳﮕﺮ‪ ......‬ﻣﻲ ﻛﺮﺩﻧﺪ ‪.‬‬
‫‪ -2‬ﻣﺠﻤﻮﻋﻪ ﻣﻘﺮﺭﺍﺕ ﭼﻨﮕﻴﺰ ﺧﺎﻥ ﭼﻪ ﻧﺎﻡ ﺩﺍﺷﺖ ﻭ ﭼﺮﺍ ﺁﻧﻬﺎ ﺭﺍ ﻭﺿﻊ ﻧﻤﻮﺩ؟‬
‫‪ -3‬ﺧﻠﻴﻔﺔ ﻋﺒﺎﺳﻰ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻰ ﺑﻪ ﻗﺘﻞ ﺭﺳﻴﺪ؟‬
‫‪ -4‬ﺳﻴﺎﺳﺖ ﺁﻝ ﻛﺮﺕ ﺩﺭ ﺑﺮﺍﺑﺮ ﻣﻐﻮﻻﻥ ﭼﮕﻮﻧﻪ ﺑﻮﺩ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -5‬ﺳﻪ ﻧﻔﺮ ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﻓﺮﻫﻨﮓ ﻭ ﺩﺍﻧﺶ ﺩﺭ ﺩﻭﺭﺓ ﺗﻴﻤﻮﺭﻳﺎﻥ ﻫﺮﺍﺕ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﺳﻮﻡ‬

‫ﺭﻭﺍﺑﻂ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭﻛﺸﻮﺭﻫﺎﻯ ﻫﻤﺴﺎﻳﻪ ﻗﺒﻞ ﺍﺯ ﺭﺳﺘﺎﺧﻴﺰ ﻗﻨﺪﻫﺎﺭ‬

‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬

‫‪ -1‬ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻱ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ؛‬
‫‪ -2‬ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ؛‬
‫‪ -3‬ﺻﻔﻮﻯ ﻫﺎﻯ ﺍﻳﺮﺍﻥ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑ ﻓﺼﻞ‬
‫‪ -1‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺳﻠﺴﻠﻪ ﻫﺎﻯ ﺣﻜﻤﺮﺍﻥ ﻫﻤﺴﺎﻳﻪ ﻣﺎﻧﻨﺪ‪:‬‬
‫‪ -‬ﺷﻴﺒﺎﻧﻴﺎﻥ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻯ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ؛‬
‫‪ -‬ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ؛‬
‫‪ -‬ﺻﻔﻮﻳﻪ ﺍﻳﺮﺍﻥ؛‬
‫‪ -2‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﭼﮕﻮﻧﻪ ﮔﻰ ﺭﻭﺍﺑﻂ ﺳﻠﺴﻠﻪ ﻫﺎﻯ ﻣﺬﻛﻮﺭ ﺑﺎ ﺍﻓﻐﺎﻥ ﻫﺎ‪.‬‬

‫ﻧﻤﻮﻧﻪ ﺍﻯ ﺍﺯ ﻣﻌﻤﺎﺭﻯ ﺍﺳﻼﻣﻰ ﺩﺭ ﻫﻨﺪ‬

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 ‫ﺩﺭﺱ ﻧﻬﻢ‬

‫ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻯ ﻣﺎﻭﺭﺍء ﺍﻟﻨﻬﺮ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻱ ﺍﺯﺑﻚ ﭼﺮﺍ ﺷﻤﺎﻝ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﻫﺪﻑ ﺣﻤﻼﺕ ﺧﻮﻳﺶ ﻗﺮﺍﺭ ﺩﺍﺩﻩ‬
‫ﺑﻮﺩﻧﺪ؟ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎ ﺍﻳﻦ ﻣﻮﺿﻮﻋﺎﺕ ﺁﺷﻨﺎ ﺧﻮﺍﻫﻴﺪ ﺷﺪ‪.‬‬

‫ﺷﻴﺒﺎﻧﻰ ﻫﺎ‬
‫ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﻭ ﻣﻮﺳﺲ ﺣﻜﻮﻣﺖ ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻣﺤﻤﺪﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺍﺳﺖ‪ .‬ﺍﻭ ﺍﺩﻋﺎ ﺩﺍﺷﺖ ﻛﻪ ﺍﺯ ﻓﺮﺯﻧﺪﺍﻥ ﺟﻮﺟﻰ ﭘﺴﺮ‬
‫ﭼﻨﮕﻴﺰﺧﺎﻥ ﺍﺳﺖ‪ .‬ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﺩﺭ ﺳﺪﺓ ﺩﻫﻢ ﻗﻤﺮﻯ ﺑﻪ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ ﻛﻮﭼﻴﺪﻧﺪ ﻭ ﻣﺤﻤﺪ ﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺩﺭ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ‬
‫ﺑﻨﻴﺎﺩ ﺣﻜﻮﻣﺖ ﻣﺤﻠﻰ ﺭﺍ ﺩﺭ ﺳﺎﻝ ‪906‬ﻕ‪1501/‬ﻡ ﮔﺬﺍﺷﺖ‪ .‬ﻭﻯ ﭘﺲ ﺍﺯ ﻣﺤﻜﻢ ﺳﺎﺧﺘﻦ ﭘﺎﻳﻪ ﻫﺎﻯ ﻗﺪﺭﺗﺶ ﺩﺭ‬
‫ﺁﺳﻴﺎﻯ ﻣﺮﻛﺰﻯ ﺩﺭ ﺳﺎﻝ ‪912‬ﻕ‪1506/‬ﻡ ﺍﺯ ﺭﻭﺩﺧﺎﻧﺔ ﺁﻣﻮ ﮔﺬﺷﺖ ﻭ ﻣﻨﺎﻃﻖ ﺷﻤﺎﻟﻰ ﻭ ﻏﺮﺑﻰ ﻣﻤﻠﻜﺖ ﻣﺎ ﺭﺍ ﺍﺯ‬
‫ﺑﻠﺦ ﺗﺎ ﻫﺮﺍﺕ ﮔﺮﻓﺖ‪.‬‬
‫ﺣﻜﻤﺮﺍﻧﺎﻥ ﺳﻴﺴﺘﺎﻥ ﻭ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﺧﺒﺮ ﺗﺴﻠﻴﻤﻰ ﺷﺎﻥ ﺭﺍ ﺑﺮﺍﻯ ﺍﻭ ﻓﺮﺳﺘﺎﺩﻧﺪ ﺍﻣﺎ ﻣﺮﺩﻡ ﺩﻭ ﻧﺎﺣﻴﺔ ﮔﺮﻣﺴﻴﺮ ﻭ ﺯﻣﻴﻦ‬
‫ﺩﺍﻭﺭ ﺗﺎ ﺁﺧﺮ ﺗﺴﻠﻴﻢ ﻧﺸﺪﻧﺪ ﻭ ﺑﻪ ﻣﻘﺎﻭﻣﺖ ﺧﻮﻳﺶ ﺍﺩﺍﻣﻪ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﻣﺤﻤﺪﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ ﻋﺎﻗﺒﺖ ﺩﺭﺟﻨﮓ ﺑﺎﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﺻﻔﻮﻯ ﺩﺭ ﺳﺎﻝ ‪ 916‬ﻕ‪1510/‬ﻡ ﻛﺸﺘﻪ ﺷﺪ‪ .‬ﭘﺲ ﺍﺯ‬
‫ﺍﻳﻦ ﻗﺘﻞ‪ ،‬ﺍﺯﺑﻜﺎﻥ ﺿﻌﻴﻒ ﮔﺸﺘﻨﺪ ﻭ ﺑﻪ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ ﻣﺮﺍﺟﻌﺖ ﻛﺮﺩﻧﺪ‪ .‬ﺍﻣﺎ ﺍﺯ ﺣﻤﻼﺕ ﺷﺎﻥ ﺑﺮ ﺷﻤﺎﻝ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﺩﺳﺖ ﺑﺮﻧﺪﺍﺷﺘﻨﺪ‪.‬ﺣﻜﻮﻣﺖ ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﺗﺎ ﺳﺎ ﻝ ‪ 1007‬ﻕ ‪1599/‬ﻡ ﻃﻮﻝ ﻛﺸﻴﺪ‪ .‬ﭘﺎﻳﺘﺨﺖ ﺁﻧﻬﺎ ﺩﺭ ﺑﻴﺸﺘﺮ‬
‫ﺍﻭﻗﺎﺕ ﺷﻬﺮ ﺳﻤﺮﻗﻨﺪ ﻭ ﮔﺎﻫﻰ ﻧﻴﺰ ﺑﺨﺎﺭﺍ ﺑﻮﺩ‪.‬‬

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 ‫ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎ‬
‫ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎ ﻧﻴﺰ ﺍﺯ ﮔﺮﻭﻩ ﺍﺯﺑﻜﺎﻥ ﺑﻪ ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﺍﻳﺸﺎﻥ ﻧﻴﺰ ﺗﻼﺵ ﻭﺭﺯﻳﺪﻧﺪ ﺗﺎ ﺳﺎﺣﺔ ﻧﻔﻮﺫ ﻭ‬
‫ﺍﻗﺘﺪﺍﺭﺷﺎﻥ ﺭﺍ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺗﻮﺳﻌﻪ ﺩﻫﻨﺪ‪ .‬ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎ ﺑﻪ ﺧﺼﻮﺹ ﻭﻻﻳﺖ ﺗﺨﺎﺭ ﺭﺍ ﺯﻳﺮ ﺍﺩﺍﺭﻩ ﻭ ﻛﻨﺘﺮﻭﻝ‬
‫ﺧﻮﻳﺶ ﺩﺍﺷﺘﻨﺪ ﻭ ﺍﺯ ﺁﻧﺠﺎ ﺑﻪ ﺟﺎﻧﺐ ﻫﺮﺍﺕ ﻭ ﺑﻠﺦ ﻟﺸﻜﺮ ﻣﻰﻛﺸﻴﺪﻧﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﺔ ﺣﻤﻼﺕ ﻭ ﻟﺸﻜﺮﻛﺸﻰ ﻫﺎﻯ‬
‫ﺁﻧﻬﺎ ﺷﻤﺎﺭ ﺯﻳﺎﺩﻱ ﺍﺯ ﻣﺮﺩﻡ ﻣﺎ ﺟﺎﻧﺸﺎﻥ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎﻱ ﺍﺯﺑﻚ ﺍﺯ ﺳﺎﻝ ‪ 1007‬ﺗﺎ ‪ 1167‬ﻕ‪ 1599/‬ﻡ ﺗﺎ‪1754‬ﻡ ﺩﻭﺍﻡ ﻧﻤﻮﺩ‪ .‬ﺑﻌﻀﻰ ﺍﺯ‬
‫ﭘﺎﺩﺷﺎﻫﺎﻥ ﺍﻳﺸﺎﻥ ﺑﻠﺦ ﺭﺍ ﭘﺎﻳﺘﺨﺖ ﺧﻮﻳﺶ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﻣﺤﻤﺪﺧﺎﻥ ﻭ ﺳﺒﺤﺎﻥ‬
‫ﻗﻠﻰ ﺧﺎﻥ ﺑﻪ ﻭﺿﻊ ﻓﺮﻫﻨﮕﻰ ﺗﻮﺟﻪ ﺧﻮﺑﻰ ﺷﺪ ﻭ ﻧﻮﻳﺴﻨﺪﻩ ﮔﺎﻥ ﻭ ﺷﻌﺮﺍﻳﻰ ﺑﺪﺍﻥ ﺷﻬﺮ ﺭﻭﻯ ﺁﻭﺭﺩﻧﺪ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﺮ ﺭﻭﻯ ﻧﻘﺸﻪ ‪ ،‬ﺷﻬﺮﻫﺎﻯ ﺳﻤﺮﻗﻨﺪ ﻭ ﺑﺨﺎﺭﺍ ﺭﺍ ﻣﺸﺨﺺ ﺳﺎﺯﻧﺪ ﻭ ﻣﺴﻴﺮﻫﺎﻯ ﺍﺣﺘﻤﺎﻟﻰ‬
‫ﻫﺠﻮﻡ ﻫﺎﻯ ﺷﻴﺒﺎﻧﻰ ﻫﺎ ﻭ ﺍﺳﺘﺮﺍﺧﺎﻧﻰ ﻫﺎ ﺭﺍ ﺑﻪ ﺷﻤﺎﻝ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺍﺯﺑﻜﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺩﺭ ﻛﺠﺎ ﺯﻧﺪﻩ ﮔﻰ ﻣﻰﻛﺮﺩﻧﺪ ﻭ ﭼﻪ ﮔﻮﻧﻪ ﺑﻪ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮ ﻭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍﻩ ﻳﺎﻓﺘﻨﺪ؟‬
‫‪ -2‬ﻣﺤﻤﺪ ﺧﺎﻥ ﺩﺭﺍﺻﻞ ﺍﺯ ﻓﺮﺯﻧﺪﺍﻥ ﭼﻪ ﺷﺨﺼﻰ ﺷﻨﺎﺧﺘﻪ ﻣﻰ ﺷﻮﺩ؟‬
‫‪ -3‬ﺟﺎ ﻫﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺩﻭ ﻧﺎﺣﻴﺔ ‪..............‬ﻭ‪................‬ﺗﺴﻠﻴﻢ ﺍﺯﺑﻜﺎﻥ ﻧﺸﺪﻧﺪ ﻭ ﺗﺎ ﺁﺧﺮ ﻣﻘﺎﻭﻣﺖ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﻭﺿﻊ ﻓﺮﻫﻨﮕﻲ ﺑﻠﺦ ﺩﺭ ﺯﻣﺎﻥ ﺣﻜﻤﺮﺍﻧﻲ ‪...........‬ﻭ‪ .........‬ﺧﻮﺏ ﺷﺪ ﻭ ﺷﻌﺮﺍ ﻭ ﻧﻮﻳﺴﻨﺪﻩﮔﺎﻥ ﺯﻳﺎﺩﻱ ﺑﺪﺍﻥ‬
‫ﺷﻬﺮ ﺭﻭﻱ ﺁﻭﺭﺩﻧﺪ‪.‬‬
‫ﺍﺳﺘﺮﺍ ﺧﺎﻧﻲ ﻫﺎ ﻣﻌﻤﻮﻻً ﺍﺯ ﻭﻻﻳﺖ ‪ .................‬ﺑﻪ ﺟﺎﻧﺐ ﻫﺮﺍﺕ ﻟﺸﻜﺮ ﻣﻲ ﻛﺸﻴﺪﻧﺪ ‪.‬‬

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 ‫ﺩﺭﺱ ﺩﻫﻢ‬

‫ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ‬

‫ﺗﺎﺝ ﻣﺤﻞ‬
‫ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺑﺎﺑﺮﻳﺎﻥ ﺩﺭ ﻫﻨﺪ ﭼﻪ ﺟﺎﻳﮕﺎﻩ ﻭ ﻣﻮﻗﻌﻴﺘﻲ ﺩﺍﺷﺘﻪ ﺍﻧﺪ؟‬
‫ﺩﺭﺑﺎﺭﺓ ﺭﻭﺍﺑﻂ ﺑﺎﺑﺮﻳﺎﻥ ﺑﺎ ﺍﻓﻐﺎﻥ ﻫﺎ ﭼﻪ ﻣﻲ ﺩﺍﻧﻴﺪ؟‬

‫ﺑﺎﺑﺮﻳﺎﻥ‬
‫ﺑﻨﻴﺎﺩ ﮔﺬﺍﺭ ﻭ ﻣﻮﺳﺲ ﺳﻠﺴﻠﺔ ﺑﺎﺑﺮﻳﺎﻥ ﻇﻬﻴﺮﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺑﺎﺑﺮ ﺍﺳﺖ‪ .‬ﻧﺴﺐ ﻭﻯ ﺑﻪ ﺗﻴﻤﻮﺭﮔﻮﺭﻛﺎﻥ ﻣﻰﺭﺳﻴﺪ‪.‬‬
‫ﻇﻬﻴﺮ ﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺑﺎﺑﺮ ﻧﻴﺰ ﺍﺯ ﺯﻣﺮﺓ ﻣﻐﻮﻻﻥ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰﺭﻓﺖ‪ .‬ﺑﻪ ﻫﻤﻴﻦ ﺧﺎﻃﺮ ﺳﻠﺴﻠﺔ ﺍﻳﺸﺎﻥ ﺑﻪ ﻧﺎﻡﻫﺎﻯ ﺑﺎﺑﺮﻳﺎﻥ‪،‬‬
‫ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﻭ ﻣﻐﻮﻻﻥ ﻫﻨﺪ ﻣﺸﻬﻮﺭ ﺷﺪﻩ ﺍﺳﺖ‪.‬ﻇﻬﻴﺮﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺑﺎﺑﺮ ﺩﺭ ﺳﺎﻝ ‪ 888‬ﻕ‪1483/‬ﻡ ﺩﺭﺍﻧﺪﻳﺠﺎﻥ‬
‫ﺍﺯﺑﻜﺴﺘﺎﻥ ﻣﺘﻮﻟﺪ ﺷﺪ ﻭ ﺩﺭ ‪ 12‬ﺳﺎﻟﮕﻰ ﺍﻣﻴﺮ ﻧﺎﺣﻴﺔ ﻓﺮﻏﺎﻧﻪ ﮔﺮﺩﻳﺪ‪ .‬ﻭﻯ ﺩﺭ ﺳﺎﻝ ‪ 906‬ﻕ‪1501/‬ﻡ ﺷﻬﺮ ﺳﻤﺮﻗﻨﺪ ﺭﺍ‬
‫ﮔﺮﻓﺖ ﺍﻣﺎ ﺍﺯﺑﻜﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺍﻭ ﺭﺍ ﺍﺯ ﺁﺳﻴﺎﻯ ﻣﺮﻛﺰﻯ ﻓﺮﺍﺭﻯ ﺳﺎﺧﺘﻨﺪ‪ .‬ﻟﺬﺍ ﺑﺎﺑﺮ ﺑﻪ ﻛﺎﺑﻞ ﺭﻭﻯ ﺁﻭﺭﺩ ﻭ ﺍﻳﻦ ﺷﻬﺮ ﺭﺍ ﺑﻪ‬
‫ﺳﺎﻝ ‪ 910‬ﻕ‪1504/‬ﻡ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺮﻛﺰ ﺧﻮﻳﺶ ﺑﺮﮔﺰﻳﺪ‪ .‬ﻭﻯ ﭼﻨﺪ ﺳﺎﻝ ﺑﻌﺪ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﻫﻢ ﮔﺮﻓﺖ‪.‬‬
‫ﺑﺎﺑﺮ ﺷﺎﻩ ﺩﺭ ﺳﺎﻝ ‪ 932‬ﻕ‪1526/‬ﻡ ﺍﺯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺟﺎﻧﺐ ﻫﻨﺪﻭﺳﺘﺎﻥ ﻟﺸﻜﺮ ﻛﺸﻴﺪ‪ .‬ﻭﻯ ﺩﺭ ﻫﻨﺪﻭﺳﺘﺎﻥ‬
‫ﺩﻭﻟﺖ ﺍﻓﻐﺎﻧﺎﻥ ﻟﻮﺩﻯ ﺭﺍ ﺍﺯ ﺑﻴﻦ ﺑﺮﺩ ﻭ ﺳﻠﻄﻨﺖ ﺧﻮﻳﺶ ﺭﺍ ﺍﻋﻼﻡ ﻧﻤﻮﺩ‪.‬‬
‫ﺑﺎﺑﺮ ﻋﺎﺷﻖ ﻛﺎﺑﻞ ﺑﻮﺩ‪ .‬ﻭﻯ ﺩﺭ ﺁﻧﺠﺎ ﺑﺎﻍ ﻫﺎ ﻭ ﺑﻨﺎﻫﺎﻳﻰ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩ‪ .‬ﻭﻯ ﭘﻴﺶ ﺍﺯ ﻓﻮﺕ ﻭﺻﻴﺖ ﻛﺮﺩ ﺗﺎ ﺍﻭ‬
‫ﺭﺍ ﺩﺭ ﻳﻜﻰ ﺍﺯ ﺑﺎﻍ ﻫﺎﻯ ﻛﺎﺑﻞ ﺩﻓﻦ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻭﻯ ﻫﻢ ﺍﻛﻨﻮﻥ ﺩﺭ ﺑﺎﻍ ﻣﻮﺳﻮﻡ ﺑﻪ ﺑﺎﺑﺮ ﺩﺭ ﻛﺎﺑﻞ ﻣﺪﻓﻮﻥ ﺍﺳﺖ‪.‬‬

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 ‫ﻓﺮﺯﻧﺪﺍﻥ ﺑﺎﺑﺮ‬
‫ﭘﺲ ﺍﺯ ﺑﺎﺑﺮ ﻓﺮﺯﻧﺪﺵ ﻫﻤﺎﻳﻮﻥ ﭘﺎﺩﺷﺎﻩ ﺷﺪ ﺍﻣﺎ ﺑﺮﺍﺩﺭﺵ ﻛﺎﻣﺮﺍﻥ ﻣﻴﺮﺯﺍ ﻭ ﻧﻴﺰ ﺷﻴﺮ ﺷﺎﻩ ﺳﻮﺭﻯ ﺑﻪ‬
‫ﻣﺨﺎﻟﻔﺘﺶ ﺑﺮﺧﺎﺳﺘﻨﺪ ﻟﺬﺍ ﻫﻤﺎﻳﻮﻥ ﺍﺯ ﻫﻨﺪ ﮔﺮﻳﺨﺖ ﻭ ﺑﻪ ﺩﺭﺑﺎﺭ ﺻﻔﻮﻳﺔ ﺍﻳﺮﺍﻥ ﭘﻨﺎﻩ ﺑﺮﺩ‪ .‬ﻭﻯ ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﺎ‬
‫ﻛﻤﻚ ﺻﻔﻮﻳﺎﻥ‪ ،‬ﻗﺴﻤﺘﻲ ﺍﺯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‪ ،‬ﭘﻨﺠﺎﺏ ﻭ ﺩﻫﻠﻰ ﺭﺍ ﮔﺮﻓﺖ‪.‬‬

‫ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﺍﻛﺒﺮ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﻓﺮﺯﻧﺪ ﻫﻤﺎﻳﻮﻥ‪ ،‬ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﺍﻛﺒﺮ ﻧﺎﻡ ﺩﺍﺷﺖ ﻭ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺣﻜﻮﻣﺖ ﺍﻭ ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ ﺑﺴﻴﺎﺭ ﺗﺮﻗﻰ ﻭ ﺭﺷﺪ‬
‫ﻛﺮﺩﻧﺪ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﻣﻴﺎﻥ ﺩﻭﻟﺖ ﮔﻮﺭﻛﺎﻧﻰ ﻭ ﺍﻓﻐﺎﻧﺎﻥ ﺑﻪ ﺭﻫﺒﺮﻯ ﺑﺎﻳﺰﻳﺪ ﺍﻧﺼﺎﺭﻯ )ﭘﻴﺮ ﺭﻭﺷﺎﻥ( ﺩﺭﮔﻴﺮﻯ ﻫﺎﻯ‬
‫ﺷﺪﻳﺪﻯ ﺭﻭﻯ ﺩﺍﺩﻋﺎﻗﺒﺖ ﻃﻰ ﺍﻳﻦ ﺩﺭﮔﻴﺮﻯ ﻫﺎ‪ ،‬ﺑﺎﻳﺰﻳﺪ ﺍﻧﺼﺎﺭﻯ ﻛﺸﺘﻪ ﺷﺪ ؛ ﺍﻣﺎ ﺣﺮﻛﺖ ﺭﻭﺷﺎﻧﻰﻫﺎ ﺑﺮﺍﻯ ‪ 65‬ﺳﺎﻝ‬
‫ﺩﻳﮕﺮ ﺩﺭ ﺳﺮﺯﻣﻴﻦ ﭘﺸﺘﻮﻧﺨﻮﺍ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺖ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﺍﻛﺒﺮ ﻓﺮﺯﻧﺪﺵ ﺟﻬﺎﻧﮕﻴﺮ ﭘﺎﺩﺷﺎﻩ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺷﺪ‪ .‬ﺍﻭ ﺩﺭ ﺳﺎﻝ ﻫﺎﻯ ﺁﺧﺮ ﺣﻜﻮﻣﺖ‬
‫ﺧﻮﻳﺶ ﺩﺭ ﻛﺎﺑﻞ ﺑﻪ ﺳﺮ ﻣﻰ ﺑﺮﺩ ﺍﻣﺎ ﻓﺮﺯﻧﺪﺵ ﺷﺎﻩ ﺟﻬﺎﻥ ﺩﺭ ﺳﺎﻝ ‪ 1067‬ﻕ‪1657/‬ﻡ ﺑﻪ ﺟﺎﻧﺐ ﻗﻨﺪﻫﺎﺭ ﻭ ﺑﻠﺦ‬
‫ﻟﺸﻜﺮ ﻛﺸﻴﺪ ﻭ ﻣﻰ ﺧﻮﺍﺳﺖ ﺁﻥ ﺩﻭ ﺷﻬﺮ ﺭﺍ ﻓﺘﺢ ﻛﻨﺪ‪ ،‬ﺍﻣﺎ ﻧﺎﻛﺎﻡ ﻣﺎﻧﺪ‪.‬‬
‫ﺍﻭﺭﻧﮓ ﺯﻳﺐ ﻧﻴﺰ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﺷﺎﻩ ﺟﻬﺎﻥ ﭘﺎﺩﺷﺎﻩ ﺩﻭﺩﻣﺎﻥ ﺑﺎﺑﺮﻳﺎﻥ ﺷﺪ‪ ،‬ﺑﺎ ﻧﻬﻀﺖ ﺍﻓﻐﺎﻧﺎﻥ ﺭﻭ ﺑﻪ ﺭﻭﮔﺮﺩﻳﺪ‪.‬‬
‫ﺭﻫﺒﺮﻯ ﺍﻳﻦ ﻧﻬﻀﺖ ﺭﺍ ﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧﺘﻚ ﺑﺮ ﻋﻬﺪﻩ ﺩﺍﺷﺖ‪ .‬ﺍﻭ ﺍﺯ ﺟﻤﻠﻪ ﺷﺎﻋﺮﺍﻥ ﻭ ﻧﻮﻳﺴﻨﺪﮔﺎﻥ ﺑﺮﺟﺴﺘﺔ ﺯﺑﺎﻥ‬
‫ﭘﺸﺘﻮ ﺑﻪ ﺣﺴﺎﺏ ﻣﻰ ﺁﻳﺪ‪ .‬ﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧﺘﻚ ﭼﻬﺎﺭ ﻭ ﻧﻴﻢ ﺳﺎﻝ ﺭﺍ ﺩﺭ ﺯﻧﺪﺍﻥ ﺍﻭﺭﻧﮓ ﺯﻳﺐ ﺑﻪ ﺳﺮ ﺑﺮﺩ‪.‬‬
‫ﺿﻌﻒ ﺣﻜﻮﻣﺖ ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ ﺍﺯ ﺭﻭﺯﮔﺎﺭ ﺍﻭﺭﻧﮓ ﺯﻳﺐ ﺁﻏﺎﺯ ﺷﺪ ﻭ ﺑﻪ ﺳﺎﻝ ‪ 1124‬ﻕ‪1712/‬ﻡ ﺣﻜﻮﻣﺖ ﺍﻳﺸﺎﻥ‬
‫ﺑﻪ ﭘﺎﻳﺎﻥ ﺭﺳﻴﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﭘﺲ ‪ ،‬ﺣﻜﻮﻣﺖ ﻫﺎﻱ ﻣﺤﻠﻰ ﺑﻪ ﻧﺎﻡ ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﺩﺭ ﻫﻨﺪ ﺑﺎﻗﻰ ﻣﺎﻧﺪﻧﺪ؛ ﻫﺮ ﭼﻨﺪ ﺣﻤﻼﺕ‬
‫ﻧﺎﺩﺭﺷﺎﻩ ﺍﻓﺸﺎﺭ ﻭ ﺍﺣﻤﺪ ﺷﺎﻩ ﺍﺑﺪﺍﻟﻰ ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻣﺬﻛﻮﺭ ﺭﺍ ﺿﻌﻴﻒ ﺳﺎﺧﺖ‪ ،‬ﺍﻣﺎ ﺑﺎﻗﻴﻤﺎﻧﺪﻩ ﻫﺎﻯ ﮔﻮﺭﮔﺎﻧﻴﺎﻥ‬
‫ﺩﺭ ﻧﻬﺎﻳﺖ ﺗﺤﺖ ﺍﻟﺤﻤﺎﻳﺔ ﻛﻤﭙﻨﻰ ﻫﻨﺪ ﺷﺮﻗﻰ ﺑﺮﻳﺘﺎﻧﻴﺎ ﺩﺭ ﺳﺎﻝ ‪1839‬ﻡ ﺩﺭﺁﻣﺪﻧﺪ‪ .‬ﻧﻔﻮﺫ ﻛﻤﭙﻨﻰ ﻣﺬﻛﻮﺭ ﺍﺯ‬
‫ﺭﻭﺯﮔﺎﺭ ﺟﻬﺎﻧﮕﻴﺮ ﭘﺎﺩﺷﺎﻩ ﺩﺭ ﻫﻨﺪ ﺁﻏﺎﺯ ﻳﺎﻓﺘﻪ ﺑﻮﺩ‪.‬‬

‫ﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧﺘﻚ‬ ‫ﺑﺎﻳﺰﻳﺪ ﺍﻧﺼﺎﺭﻯ)ﭘﻴﺮﺭﻭﺷﺎﻥ(‬

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 ‫ﻭﺿﻌﻴﺖ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ‬
‫ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺑﺎﺑﺮﻳﺎﻥ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺑﻪ ﺷﻜﻮﻓﺎﻳﻰ ﺭﺳﻴﺪ‪ .‬ﺩﺭﻯ‪ ،‬ﺯﺑﺎﻥ ﺭﺳﻤﻰ ﺣﻜﻮﻣﺖ‬
‫ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ .‬ﺑﺎﻍ ﻫﺎ‪ ،‬ﻋﻤﺎﺭﺍﺕ ﻭ ﻗﺼﺮﻫﺎﻯ ﺑﺎ ﺷﻜﻮﻫﻰ ﻣﺎﻧﻨﺪ ﺗﺎﺝ ﻣﺤﻞ ﺩﺭ ﻫﻨﺪﻭﺳﺘﺎﻥ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ؛‬
‫ﺍﻣﺎﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﺑﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺗﻮﺟﻪ ﺯﻳﺎﺩﻯ ﻧﺪﺍﺷﺘﻨﺪ ﻭ ﻟﺬﺍ‬
‫ﺁﺛﺎﺭ ﺍﺭﺯﺷﻤﻨﺪ ﻭ ﺑﺎ ﻋﻈﻤﺘﻰ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﺑﻪ ﻭﺟﻮﺩ ﻧﻴﺎﻣﺪ‪.‬‬
‫ﺑﺎ ﺍﻳﻦ ﻫﻤﻪ‪ ،‬ﺑﺮﺧﻰ ﺁﺛﺎﺭ ﻧﻴﺰ ﺩﺭ ﻛﺸﻮﺭ ﻣﺎ ﭘﺪﻳﺪ ﺁﻣﺪﻧﺪ‪.‬‬
‫ﻣﺎﻧﻨﺪ‪:‬‬
‫ﻃﺎﻕ ﭼﻬﻞ ﺯﻳﻨﻪ )ﭘﻴﺶ ﻃﺎﻕ( ﺩﺭ ﻛﻮﻩ ﺳﺮﭘﻮﺯﺓ ﻗﻨﺪﻫﺎﺭ‬
‫ﻛﻪ ﺑﻪ ﺩﺳﺘﻮﺭ ﺑﺎﺑﺮ ﺷﺎﻩ ﺳﺎﺧﺘﻪ ﺷﺪ‪ ،‬ﺑﺎﻍ ﻫﺎﻳﻰ ﺩﺭ ﻗﻨﺪﻫﺎﺭ‪،‬‬
‫ﺍﺳﺘﺎﻟﻒ ﻛﺎﺑﻞ ﻭ ﻧﺎﺣﻴﺔ ﺷﻤﺎﻟﻰ ﻭ ﻣﺸﺮﻗﻰ ﻣﺜﻞ‪ :‬ﺑﺎﻍ ﻋﻠﻢ‬
‫ﮔﻨﺞ‪ ،‬ﺑﺎﻍ ﺷﻬﺮﺁﺭﺍ‪ ،‬ﺑﺎﻍ ﺩﻟﮕﺸﺎ‪ ،‬ﭼﻬﺎﺭ ﺑﺎﻍ‪ ،‬ﺑﺎﻍ ﺑﺎﺑﺮ‪ ،‬ﺑﺎﻍ‬
‫ﺁﺭﺍﻣﮕﺎﻩ ﺑﺎﺑﺮ ﺩﺭ ﺷﻬﺮ ﻛﺎﺑﻞ‬ ‫ﺑﮕﺮﺍﻣﻰ‪ ،‬ﺑﺎﻍ ﺻﻔﺎ ﻭ ﺑﺎﻍ ﻛﻮﻛﺐ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻘﺸﻪ‪ ،‬ﻣﻨﺎﻃﻘﻰ ﺭﺍ ﻧﺸﺎﻥ ﺩﻫﻨﺪ ﻛﻪ ﺩﺭ ﺁﻧﺠﺎ ﺁﺛﺎﺭﻯ ﺍﺯ ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﻫﻨﺪ‬
‫ﺑﺎﻗﻰ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺑﺎﺑﺮ ﭘﺎﺩﺷﺎﻩ ﺩﺭ ﻛﺠﺎ ﻣﺘﻮﻟﺪ ﺷﺪ ﻭ ﺩﺭ ﭼﻪ ﺷﻬﺮﻯ ﺩﻓﻦ ﮔﺮﺩﻳﺪ؟‬
‫‪ -2‬ﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧﺘﻚ ﺑﺎ ﻛﺪﺍﻡ ﭘﺎﺩﺷﺎﻩ ﻣﻐﻮﻟﻰ ﺩﺭ ﻫﻨﺪ ﺩﺭﮔﻴﺮﻯ ﺩﺍﺷﺖ؟‬
‫‪-3‬ﺟﺎﻫﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ ‪.‬‬
‫ﺑﺎﺑﺮ ﺷﺎﻩ ﻋﺎﺷﻖ ﺷﻬﺮ ‪........‬ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻮﺩ‪.‬‬
‫ﺑﺎ ﻳﺰﻳﺪ ﺍﻧﺼﺎﺭﻯ )ﭘﻴﺮ ﺭﻭﺷﺎﻥ( ﺭﻫﺒﺮ ﻧﻬﻀﺖ‪.................‬ﺍﻓﻐﺎﻥ ﻫﺎ ﺑﻮﺩ‪ .‬ﺍﻭ ﺑﺮ ﺿﺪ ‪.............‬ﻗﻴﺎﻡ ﻛﺮﺩ‪.‬‬
‫‪ -4‬ﻫﻤﺎﻳﻮﻥ ﭘﺎﺩﺷﺎﻩ ﺗﻮﺳﻂ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺍﻓﺮﺍﺩ ﺯﻳﺮ ﺷﻜﺴﺖ ﺧﻮﺭﺩ ﻭ ﺑﻪ ﺍﻳﺮﺍﻥ ﭘﻨﺎﻩ ﺑﺮﺩ؟‬
‫ﺏ( ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﺍﻛﺒﺮ‬ ‫ﺍﻟﻒ( ﺑﺎﻳﺰﻳﺪ ﺍﻧﺼﺎﺭﻱ‬
‫ﺩ( ﺷﻴﺮﺷﺎﻩ ﺳﻮﺭﻱ‬ ‫ﺝ(ﻛﺎﻣﺮﺍﻥ ﻣﻴﺮﺯﺍ ﻭ ﺧﻮﺷﺤﺎﻝ ﺧﺎﻥ ﺧﺘﻚ‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫‪ -2‬ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺑﺎ ﻛﻤﻚ ﻭﺍﻟﺪﻳﻦ ﺷﺎﻥ‪ ،‬ﻓﻬﺮﺳﺘﻰ ﺍﺯ ﺁﺛﺎﺭ ﺑﺎﺑﺮﻳﺎﻥ ﺩﺭ ﻫﻨﺪ ﺗﻬﻴﻪ ﻧﻤﺎﻳﻨﺪ ﻭ ﺩﺭ‬
‫ﺳﺎﻋﺖ ﺩﺭﺳﻰ ﺁﻳﻨﺪﻩ ﺗﺎﺭﻳﺦ‪ ،‬ﺍﺭﺍﺋﻪ ﺩﻫﻨﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﻳﺎﺯﺩﻫﻢ‬

‫ﺻﻔﻮﻯ ﻫﺎﻯ ﺍﻳﺮﺍﻥ‬

‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﺻﻔﻮﻯ ﻫﺎﻯ ﺍﻳﺮﺍﻥ ﺭﻗﻴﺐ ﻗﺪﺭﺗﻤﻨﺪ ﺷﻴﺒﺎﻧﻴﺎﻥ ﺍﺯﺑﻚ ﻭ ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ ﺑﻮﺩﻧﺪ؟‬

‫ﺻﻔﻮﻳﻪ ﺩﺭ ﺍﺻﻞ ﻣﻨﺴﻮﺏ ﺑﻪ ﺷﻴﺦ ﺻﻔﻰ ﺍﻟﺪﻳﻦ ﺍﺭﺩﺑﻴﻠﻰ‪ 1‬ﺍﺯ ﭘﻴﺮﺍﻥ ﻭ ﻣﺸﺎﻳﺦ ﺗﺼﻮﻑ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻭﻯ ﺩﺭ‬
‫ﻗﺮﻥ ﻫﺸﺘﻢ ﺯﻧﺪﻩﮔﻰ ﻣﻰ ﻛﺮﺩ‪ .‬ﺗﻴﻤﻮﺭﮔﻮﺭﻛﺎﻧﻰ ﻧﻴﺰ ﺍﺯ ﺟﻤﻠﺔ ﻣﺮﻳﺪﺍﻥ ﺍﻭ ﺷﻤﺮﺩﻩ ﻣﻰ ﺷﺪ‪.‬‬
‫ﺑﻨﻴﺎﺩ ﺣﻜﻮﻣﺖ ﺳﻠﺴﻠﺔ ﺻﻔﻮﻳﻪ ﺭﺍ ﺩﺭ ﺍﻳﺮﺍﻥ ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﺻﻔﻮﻯ ﮔﺬﺍﺷﺖ‪ .‬ﻭﻯ ﺍﺯ ﺍﻭﻻﺩ‬
‫ﺷﻴﺦ ﺻﻔﻰ ﺍﻟﺪﻳﻦ ﺍﺭﺩﺑﻴﻠﻰ ﺑﻮﺩ‪ .‬ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﭼﻮﻥ ﭘﺎﻳﻪ ﻫﺎﻱ ﺣﻜﻮﻣﺘﺶ ﺭﺍ ﺍﺳﺘﻮﺍﺭ ﺳﺎﺧﺖ ﺑﻪ ﺟﻨﮓ‬
‫ﻣﺤﻤﺪﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ‪ ،‬ﺧﺎﻥ ﺍﺯﺑﻚ ﺭﻓﺖ‪ .‬ﺷﻴﺒﺎﻧﻴﺎﻥ ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﺑﺨﺶ ﻣﻬﻢ ﺁﺳﻴﺎﻯ ﻣﺮﻛﺰﻱ ﻭ ﻣﻨﺎﻃﻖ ﺷﻤﺎﻟﻰ ﻭ‬
‫ﻏﺮﺏ ﻣﻤﻠﻜﺖ ﻣﺎ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺧﻮﺩ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﺻﻔﻮﻯ ﺩﺭ ﺳﺎﻝ ‪ 916‬ﻕ‪1510/‬ﻡ ﺑﺎ ﺳﭙﺎﻩ ﺧﻮﻳﺶ ﻛﻪ ﻗﺰﻟﺒﺎﺵ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﺪﻧﺪ‪ ،‬ﻟﺸﻜﺮ ﺍﺯﺑﻜﺎﻥ‬
‫ﺭﺍ ﺷﻜﺴﺖ ﺩﺍﺩ ﻭ ﻣﺤﻤﺪﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺭﺍ ﻛﺸﺖ‪ .‬ﺑﺪﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻨﺎﻃﻖ ﺷﻤﺎﻝ ﻭ ﻏﺮﺑﻰ ﻛﺸﻮﺭ ﻣﺎ ﺍﺯ ﻫﺮﺍﺕ ﺗﺎ‬
‫ﺑﺪﺧﺸﺎﻥ ﺗﺤﺖ ﺍﺷﻐﺎﻝ ﺻﻔﻮﻳﺎﻥ ﺩﺭ ﺁﻣﺪ‪ .‬ﺍﻣﺎ ﺗﺎ ﺁﺧﺮ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺻﻔﻮﻳﻪ ﻧﻤﺎﻧﺪ ؛ ﺯﻳﺮﺍ ﻗﻴﺎﻡ ﻫﺎﻱ ﻣﺮﺩﻡ ﺁﻧﺎﻥ ﺭﺍ‬
‫ﻣﺠﺒﻮﺭ ﺑﻪ ﻋﻘﺐ ﻧﺸﻴﻨﻲ ﺳﺎﺧﺖ‪ .‬ﺷﺎﻩ ﺍﺳﻤﺎﻋﻴﻞ ﺩﺭ ﺳﺎﻝ ‪ 930‬ﻕ‪1524/‬ﻡ ﺩﺭ ﮔﺬﺷﺖ ﭘﺲ ﺍﺯ ﺍﻭ ﻓﺮﺯﻧﺪﺵ‬
‫ﺗﻬﻤﺎﺳﺐ ﭘﺎﺩﺷﺎﻩ ﺍﻳﺮﺍﻥ ﺷﺪ‪ .‬ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻭ ﻫﻤﺎﻳﻮﻥ ﮔﻮﺭﻛﺎﻧﻰ ﺑﻪ ﺩﺭﺑﺎﺭ ﺍﻳﺮﺍﻥ ﭘﻨﺎﻩ ﺑﺮﺩ‪.‬‬
‫‪ -1‬ﺍﺭﺩﺑﻴﻞ ﺩﺭ ﺷﻤﺎﻝ ﻏﺮﺏ ﺍﻳﺮﺍﻥ ﻭﺍﻗﻊ ﺍﺳﺖ ‪.‬‬

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 ‫ﺗﻬﻤﺎﺳﺐ ﺑﻪ ﺣﻤﺎﻳﺖ ﺍﺯ ﺍﻭ ﺳﭙﺎﻫﻰ ﺍﺯ ﻗﺰﻟﺒﺎﺵ ﻫﺎ ﺭﺍ ﻓﺮﺳﺘﺎﺩ ﻭ ﺍﻳﻨﺎﻥ ﺗﺎ ﻛﺎﺑﻞ ﺭﺍ ﺑﺮﺍﻯ ﻫﻤﺎﻳﻮﻥ ﮔﺮﻓﺘﻨﺪ‪ .‬ﺳﺮﺑﺎﺯﺍﻥ‬
‫ﺻﻔﻮﻯ ﭘﺲ ﺍﺯ ﺍﻳﻦ ﺩﺭ ﻗﻨﺪﻫﺎﺭ ﺍﺳﺘﻘﺮﺍﺭ ﻳﺎﻓﺘﻨﺪ‪.‬ﺍﺩﺍﺭﺓ ﻗﻨﺪﻫﺎﺭ ﻳﻜﻰ ﺍﺯ ﻣﺴﺎﻳﻞ ﻣﻮﺭﺩ ﺍﺧﺘﻼﻑ ﻭ ﻣﻨﺎﺯﻋﻪ ﻣﻴﺎﻥ‬
‫ﺑﺎﺑﺮﻳﺎﻥ ﻫﻨﺪ ﻭ ﺻﻔﻮﻳﺎﻥ ﺍﻳﺮﺍﻥ ﺑﻮﺩ؛ ﺯﻳﺮﺍ ﻫﺮ ﺩﻭ ﺳﻠﺴﻠﺔ ﻣﺬﻛﻮﺭ ﭼﺸﻢ ﻃﻤﻊ ﺑﺪﺍﻥ ﺩﻭﺧﺘﻪ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﭘﺎﺩﺷﺎﻩ ﻗﺪﺭﺗﻤﻨﺪ ﺳﻠﺴﻠﺔ ﺻﻔﻮﻯ ﻫﺎﻯ ﺍﻳﺮﺍﻥ ﺷﺎﻩ ﻋﺒﺎﺱ ﺻﻔﻮﻯ ﺑﻮﺩ‪ .‬ﻭﻯ ﺩﺭ ﻫﺮﺍﺕ ﺗﻮﻟﺪ ﻳﺎﻓﺖ ﻭ ﺩﺭ‬
‫ﻫﻤﺎﻧﺠﺎ ﺭﺷﺪ ﻛﺮﺩ ‪ .‬ﺳﻴﺎﺳﺖ ﻭ ﺍﺩﺍﺭﻩ ﺭﺍ ﺩﺭ ﻫﺮﺍﺕ ﺁﻣﻮﺧﺖ ﭘﺲ ﺍﺯ ﻣﺮگ ﺷﺎﻩ ﻋﺒﺎﺱ ﺩﺭ ﺳﺎﻝ ‪1038‬‬
‫ﻕ‪1629/‬ﻡ ﺳﻘﻮﻁ ﺳﻠﺴﻠﺔ ﺻﻔﻮﻳﻪ ﻧﻴﺰ ﺁﻏﺎﺯ ﺷﺪ ﻭ ﺩﺭ ﺯﻣﺎﻥ ﺷﺎﻩ ﺳﻠﻄﺎﻥ ﺣﺴﻴﻦ ﺑﻪ ﺩﺭﺟﺔ ﻧﻬﺎﻳﻰ ﺧﻮﻳﺶ‬
‫ﺭﺳﻴﺪ‪ .‬ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻭ ﻗﻴﺎﻡ ﻫﺎﻯ ﻣﺘﻌﺪﺩﻯ ﺭﺥ ﺩﺍﺩ‪ .‬ﺳﺮﺍﻧﺠﺎﻡ ﺩﺭ ﻳﻜﻰ ﺍﺯ ﺍﻳﻦ ﻗﻴﺎﻡ ﻫﺎ ﻛﻪ ﺗﻮﺳﻂ ﺍﻓﻐﺎﻧﺎﻥ ﺩﺭ‬
‫ﻗﻨﺪﻫﺎﺭ ﺻﻮﺭﺕ ﮔﺮﻓﺖ ﺣﻜﻮﻣﺖ ﺻﻔﻮﻯ ﺩﺭ ﺳﺎﻝ ‪ 1135‬ﻕ‪1723/‬ﻡ ﺳﻘﻮﻁ ﻛﺮﺩ‪.‬‬

‫ﻣﺴﺠﺪ ﺷﻴﺦ ﻟﻄﻒ ﺍﷲ ﺩﺭ ﺍﺻﻔﻬﺎﻥ‬

‫ﻓﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﺮ ﺭﻭﻯ ﻧﻘﺸﻪ‪ ،‬ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﭘﻴﺪﺍ ﻧﻤﺎﻳﻨﺪ ﻭ ﺭﻭﻯ ﻣﻮﻗﻌﻴﺖ ﻭ ﺍﻫﻤﻴﺖ ﺁﻥ ﺩﺭ ﻣﻴﺎﻥ ﺩﻭ ﻛﺸﻮﺭ‬
‫ﻫﻨﺪﮔﻮﺭﻛﺎﻧﻰ ﻭ ﺍﻳﺮﺍﻥ ﺻﻔﻮﻯ ﺑﺤﺚ ﻛﻨﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﻭ ﺳﻠﺴﻠﺔ ﺍﺳﻼﻣﻰ ﺩﻳﮕﺮ ﺭﺍ ﻛﻪ ﻫﻢ ﺯﻣﺎﻥ ﺻﻔﻮﻯ ﻫﺎ ﺩﺭ ﺟﻮﺍﺭ ﻣﻤﻠﻜﺖ ﻣﺎ ﺣﻀﻮﺭ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -2‬ﻣﺤﻤﺪﺧﺎﻥ ﺷﻴﺒﺎﻧﻰ ﺍﺯﺑﻚ ﺗﻮﺳﻂ ﭼﻰ ﻛﺴﻰ ﺑﻪ ﻗﺘﻞ ﺭﺳﻴﺪ؟‬
‫‪ -3‬ﻗﺪﺭﺗﻤﻨﺪ ﺗﺮﻳﻦ ﭘﺎﺩﺷﺎﻩ ﺻﻔﻮﻯ ﭼﻪ ﻧﺎﻡ ﺩﺍﺷﺖ ﻭ ﺩﺭ ﻛﺠﺎ ﻣﺘﻮﻟﺪ ﺷﺪ؟‬
‫‪ -4‬ﺟﺎﻫﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺳﺮ ﻧﻮﺷﺖ ﻗﻨﺪﻫﺎﺭ ﻣﻮﺭﺩ ﻣﻨﺎﺯﻋﻪ ﻭ ﺍﺧﺘﻼﻑ ﺩﻭ ﻛﺸﻮﺭ‪............‬ﻭ‪............‬ﺑﻮﺩ ﺯﻳﺮﺍ ﺁﻥ ﺩﻭ ﻛﺸﻮﺭ‬
‫ﻣﻲ ﺧﻮﺍﺳﺘﻨﺪ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﭘﺎﺩﺷﺎﻫﻲ ‪............‬ﺻﻔﻮﻱ‪ ،‬ﻫﻤﺎﻳﻮﻥ ﮔﻮﺭﻛﺎﻧﻲ ﭘﺎﺩﺷﺎﻩ ﻫﻨﺪ ﺑﻪ ﺍﻳﺮﺍﻥ ﭘﻨﺎﻫﻨﺪﻩ ﺷﺪ‪.‬‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﭼﻬﺎﺭﻡ‬
‫ﺁﺭﺍﻣﮕﺎﻩ ﺣﺎﺟﻰ ﻣﻴﺮﻭﻳﺲ ﻧﻴﻜﻪ ﺩﺭ ﻗﻨﺪﻫﺎﺭ‬

‫ﺭﺳﺘﺎﺧﻴﺰ ﻗﻨﺪﻫﺎﺭ‬
‫ﺷﺎﻣﻞ ﺩﻭ ﺩﺭﺱ ﺯﻳﺮ ﺍﺳﺖ‪:‬‬
‫ﻗﻴﺎﻡ ﻫﻮﺗﻜﻲ ﻫﺎﻱ ﻗﻨﺪﻫﺎﺭ ﺑﻪ ﺭﻫﺒﺮﻱ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻧﻴﻜﻪ؛‬
‫ﺟﺎﻧﺸﻴﻨﺎﻥ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻫﻮﺗﻚ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑﻓﺼﻞ‬
‫‪ -1‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺍﻫﺪﺍﻑ ﺍﺳﺘﻘﻼﻝ ﻃﻠﺒﺎﻧﺔ ﺍﻓﻐﺎﻧﺎﻥ ﺩﺭ ﻗﻨﺪﻫﺎﺭ؛‬

‫‪ -2‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﺷﻜﻞ ﮔﻴﺮﻱ ﺣﺮﻛﺖ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ‬
‫ﺧﺎﻥ ﻧﻴﻜﻪ؛‬

‫‪ -3‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺟﺎﻧﺸﻴﻨﺎﻥ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻭ ﻓﺮﺟﺎﻡ ﻛﺎﺭ ﻫﻮﺗﻜﻴﺎﻥ‪.‬‬

‫ﺗﻔﺮﺟﮕﺎﻩ ﺑﺎﺑﺎ ﺣﺴﻦ ﺍﺑﺪﺍﻝ )ﺑﺎﺑﺎﻯ ﻭﻟﻰ( ﺩﺭ ﺍﺭﻏﻨﺪﺍﺏ ﻗﻨﺪﻫﺎﺭ‬

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 ‫ﺩﺭﺱ ﺩﻭﺍﺯﺩﻫﻢ‬

‫ﻗﻴﺎﻡ ﻗﻨﺪﻫﺎﺭ‬

‫ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻧﻴﻜﻪ‬

‫ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﺩﺭ ﺁﺳﺘﺎﻧﺔ ﻗﻴﺎﻡ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﻛﺸﻮﺭ ﻣﺎ ﻣﻴﺎﻥ ﺩﻭﻟﺖ ﻫﺎﻱ ﻫﻤﺴﺎﻳﻪ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻮﺩ؟‬
‫ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﺑﻪ ﺭﻫﺒﺮﻱ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻫﻮﺗﻚ ﺳﺮﺯﻣﻴﻦ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺯﻳﺮ ﺳﻠﻄﺔ‬
‫ﺻﻔﻮﻱ ﻫﺎ ﺁﺯﺍﺩ ﻛﺮﺩﻧﺪ؟‬

‫ﻗﻴﺎﻡ ﻫﻮﺗﻜﻲ ﻫﺎ‬

‫ﻛﺸﻮﺭ ﻋﺰﻳﺰ ﻣﺎ ﺩﺭ ﺁﺳﺘﺎﻧﺔ ﻗﻴﺎﻡ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﻣﻴﺎﻥ ﻫﻨﺪﮔﻮﺭﻛﺎﻧﻰ؛ ﺍﻳﺮﺍﻥ ﺻﻔﻮﻯ ﻭ ﺍﺯﺑﻜﺎﻥ ﻣﺎﻭﺭﺍءﺍﻟﻨﻬﺮﻯ‬
‫ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﺑﻌﻀﻲ ﺍﺯ ﻣﻨﺎﻃﻖ ﻣﻤﻠﻜﺖ ‪ ،‬ﻓﺮﻣﺎﻧﺮﻭﺍﻳﺎﻥ ﻭ ﺣﺎﻛﻤﺎﻥ ﻣﺤﻠﻲ ﺑﺴﺎﻁ ﺣﻜﻮﻣﺖ ﺧﻮﻳﺶ‬
‫ﺭﺍ ﮔﺴﺘﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻭﺿﻌﻴﺖ ﻣﺮﺩﻡ ﺭﺍ ﺑﻪ ﺳﺘﻮﻩ ﺁﻭﺭﺩﻩ ﺑﻮﺩ ﻭ ﻣﻰ ﺧﻮﺍﺳﺘﻨﺪ ﻛﻪ ﺑﺮﺍﻯ ﻧﺠﺎﺗﺸﺎﻥ ﺣﺮﻛﺖ ﻭ‬
‫ﺧﻴﺰﺷﻰ ﺭﺍ ﺑﻪ ﺭﺍﻩ ﺍﻧﺪﺍﺯﻧﺪ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﻛﻪ ﺷﻬﺮﺷﺎﻥ ﺩﺭ ﺁﻥ ﺳﺎﻝ ﻫﺎ ﺯﻳﺮ ﺍﺩﺍﺭﺓ ﺻﻔﻮﻯ ﻫﺎ ﻗﺮﺍﺭ‬
‫ﺩﺍﺷﺖ‪ ،‬ﺑﻴﺸﺘﺮ ﻣﺴﺘﻌﺪ ﻗﻴﺎﻡ ﻭ ﺭﻫﺎﻳﻰ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺯﻳﺮﺍ ﺣﻜﻤﺮﺍﻥ ﺻﻔﻮﻯ ﻗﻨﺪﻫﺎﺭ ﺑﻪ ﻧﺎﻡ ﮔﺮﮔﻴﻦ ﺧﺎﻥ‪ ،‬ﺍﻧﻮﺍﻉ‬
‫ﻣﻈﺎﻟﻢ ﺭﺍ ﺑﺮ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﺭﻭﺍ ﻣﻰ ﺩﺍﺷﺖ‪ .‬ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﺍﺯ ﻃﺮﻳﻖ ﺭﺋﻴﺲ ﺷﺎﻥ ﺣﺎﺟﻰ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻫﻮﺗﻚ‬
‫ﻛﻪ ﻣﺮﺩﻯ ﺩﻟﻴﺮ‪ ،‬ﺑﺎﺗﺪﺑﻴﺮ ﻭ ﻭﻃﻦ ﺧﻮﺍﻫﻰ ﺑﻮﺩ ﺩﺳﺖ ﺑﻪ ﺍﻗﺪﺍﻣﺎﺕ ﺁﺯﺍﺩﻯ ﺑﺨﺶ ﺯﺩﻧﺪ‪ .‬ﺑﻪ ﻭﻳﮋﻩ ﻭﻗﺘﻰ ﻛﻪ ﻭﻯ‬
‫ﺍﺯ ﺳﻮﻯ ﮔﺮﮔﻴﻦ ﺧﺎﻥ ﻋﺎﻣﻞ ﺻﻔﻮﻳﻪ ﺩﺭ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﺗﺤﺖ ﺍﻟﺤﻔﻆ ﺑﻪ ﺍﺻﻔﻬﺎﻥ ﺍﻋﺰﺍﻡ ﺷﺪ ﻛﻮﺷﻴﺪ ﺗﺎ ﺯﻣﻴﻨﻪ ﻫﺎﻯ‬
‫ﺁﺯﺍﺩﻯ ﺍﻓﻐﺎﻥ ﻫﺎ ﺭﺍ ﻓﺮﺍﻫﻢ ﺁ ﻭﺭﺩ ﻭ ﭼﻮﻥ ﺩﺭ ﺁﻥ ﺟﺎ ﻧﺘﻮﺍﻧﺴﺖ ﺑﻪ ﺁﺭﺯﻭﻳﺶ ﺩﺳﺖ ﻳﺎﺑﺪ‪ ،‬ﺍﺯ ﺍﺻﻔﻬﺎﻥ ﺭﺍﻫﻰ ﻣﻜﻪ‬
‫ﮔﺮﺩﻳﺪ‪ .‬ﻭﻯ ﺩﺭ ﺁﻥ ﺟﺎ ﻓﺘﻮﺍﻱ ﻋﻠﻤﺎﻱ ﻣﺬﻫﺒﻲ ﺭﺍ ﺩﺭ ﺑﺎﺭﺓ ﻗﻴﺎﻡ ﺑﺮﺿﺪ ﮔﺮﮔﻴﻦ ﺧﺎﻥ ﺣﺎﺻﻞ ﻛﺮﺩ‪.‬‬

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 ‫ﺍﻭ ﺩﺭ ﺑﺎﺯﮔﺸﺖ ﺍﺯ ﺳﻔﺮ ﺑﻪ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﻧﻘﺸﺔ ﺭﻫﺎﻳﻲ ﺍﺯ ﺣﻜﻮﻣﺖ ﮔﺮﮔﻴﻦ ﺭﺍ ﻋﻤﻠﻰ ﺳﺎﺧﺖ ﻭ ﺑﺎ ﻫﻤﻜﺎﺭﻱ‬
‫ﺍﻗﻮﺍﻡ ﻭ ﻗﺒﺎﻳﻞ‪ ،‬ﮔﺮﻛﻴﻦ ﺧﺎﻥ ﻭ ﻋﺴﺎﻛﺮﺵ ﺭﺍ ﻛﺸﺖ ﻭ ﺩﺭ ﺳﺎﻝ ‪ 1120‬ﻕ‪1708/‬ﻡ ﺍﺳﺘﻘﻼﻝ ﻗﻨﺪﻫﺎﺭ ﺭﺍ‬
‫ﺍﻋﻼﻡ ﺩﺍﺷﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﭘﺲ ﺣﻜﻮﻣﺖ ﻣﺴﺘﻘﻞ ﻫﻮﺗﻜﻲ ﺩﺭ ﻗﻨﺪﻫﺎﺭ ﺷﻜﻞ ﮔﺮﻓﺖ‪.‬‬
‫ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺗﺎ ﻫﺸﺖ ﺳﺎﻝ ﺭﻳﺎﺳﺖ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﺩﺍﺷﺖ ﻭ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﺑﻪ ﺭﻫﺒﺮﻱ ﺍﻭ‪ ،‬ﺗﻤﺎﻣﻲ‬
‫ﺗﺼﺮﻑ ﻣﺠﺪﺩ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﺑﺎ ﺷﻜﺴﺖ ﻣﻮﺍﺟﻪ ﺳﺎﺧﺘﻨﺪ‪.‬‬
‫ﺑﺮﺍﻱ ﺮ‬ ‫ﻟﺸﻜﺮﻛﺸﻲ ﻫﺎﻱ ﺩﺭ ﺑﺎﺭ ﺍﺻﻔﻬﺎﻥ ﺮ‬

‫ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﻧﻴﻜﻪ ﺩﺭ ﺣﺎﻝ ﺳﺨﻨﺮﺍﻧﻰ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺻﻨﻒ ﺑﻪ ﺻﻮﺭﺕ ﮔﺮﻭﻫﻲ ﺭﻭﻱ ﺩﻻﻳﻠﻲ ﻗﻴﺎﻡ ﻗﻨﺪﻫﺎﺭ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪-1‬ﮔﺮﮔﻴﻦ ﺧﺎﻥ‪ ،‬ﻛﻲ ﺑﻮﺩ ﻭ ﭼﻪ ﻭﻇﻴﻔﻪ ﻳﻲ ﺩﺍﺷﺖ؟‬
‫‪ -2‬ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﺑﺮﺍﻱ ﭼﻨﺪ ﺳﺎﻝ ﺭﻳﺎﺳﺖ ﺍﺩﺍﺭﻱ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﺩﺍﺷﺖ؟‬
‫‪ -3‬ﻗﺴﻤﺖ ﺑﻴﺸﺘﺮ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﺁﺳﺘﺎﻧﺔ ﺧﻴﺰﺵ ﻣﺮﺩﻡ ﻗﻨﺪﻫﺎﺭ ﻣﻴﺎﻥ ﻛﺪﺍﻡ ﺩﻭﻟﺖ ﻫﺎ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻮﺩ؟ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -4‬ﺣﻜﻮﻣﺖ ﻣﺴﺘﻘﻞ ﻫﻮﺗﻜﻲ ﺗﻮﺳﻂ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺍﺷﺨﺎﺹ ﺯﻳﺮ ﺷﻜﻞ ﮔﺮﻓﺖ ؟ ﻣﺸﺨﺺ ﺳﺎﺯﻳﺪ‪.‬‬
‫ﺍﻟﻒ( ﮔﺮﮔﻴﻦ ﺧﺎﻥ ﺏ‪(-‬ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺧﺎﻥ ﺝ( ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ ﺩ(ﻣﺤﻤﻮﺩ‬

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 ‫ﺩﺭﺱ ﺳﻴﺰﺩﻫﻢ‬

‫ﺟﺎﻧﺸﻴﻨﺎﻥ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ‬

‫ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﺍﻓﻐﺎﻥ ﻫﺎ ﺑﻪ ﺭﻫﺒﺮﻯ ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻰ‪ ،‬ﺍﺻﻔﻬﺎﻥ ﺭﺍ ﮔﺮﻓﺘﻨﺪ ﻭ ﺑﻪ ﻋﻤﺮ ﺣﻜﻮﻣﺖ ﺻﻔﻮﻱ ﺩﺭﺍﻳﺮﺍﻥ‬
‫ﺧﺎﺗﻤﻪ ﺑﺨﺸﻴﺪﻧﺪ؟‬
‫ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﺷﺎﻩ ﺣﺴﻴﻦ ﻫﻮﺗﻜﻲ ﻳﻜﻲ ﺍﺯ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻓﺮﻫﻨﮓ ﭘﺮﻭﺭ ﻭ ﺍﺩﺏ ﺩﻭﺳﺖ ﻛﺸﻮﺭ ﻣﺎ ﺑﻮﺩ؟‬

‫ﻣﻴﺮﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬
‫ﭘﺲ ﺍﺯ ﻓﻮﺕ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ‪ ،‬ﺑﺮﺍﺩﺭﺵ ﻣﻴﺮ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ‬
‫ﺑﻪ ﺭﻳﺎﺳﺖ ﺍﻣﻮﺭ ﻗﻨﺪﻫﺎﺭ ﺭﺳﻴﺪ‪ .‬ﺍﻭ ﻛﻪ ﺁﺩﻡ ﻧﺮﻡ ﺧﻮﻳﻲ ﺑﻮﺩ ﺧﻮﺍﺳﺖ‬
‫ﺑﺎ ﺩﻭﻟﺖ ﺻﻔﻮﻱ ﺍﻳﺮﺍﻥ ﺭﺍﻩ ﺁﺷﺘﻲ ﻭ ﻣﺪﺍﺭﺍ ﺭﺍ ﺩﺭﭘﻴﺶ ﮔﻴﺮﺩ‪ ،‬ﺍﻣﺎ‬
‫ﺍﻳﻦ ﺳﻴﺎﺳﺖ ﺍﻭ ﻣﻮﺭﺩ ﻗﺒﻮﻝ ﺑﺰﺭﮔﺎﻥ ﻭ ﺳﺮﺍﻥ ﻗﻨﺪﻫﺎﺭ ﻭﺍﻗﻊ ﻧﺸﺪ‪ .‬ﻟﺬﺍ‬
‫ﻣﻴﺮ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺧﺎﻥ ﺭﺍ ﺑﺮﻛﻨﺎﺭ ﺳﺎﺧﺘﻨﺪ ﻭ ﺩﺭ ﻋﻮﺽ ﺍﻭ ﻣﺤﻤﻮﺩ‬
‫ﭘﺴﺮ ﺣﺎﺟﻲ ﻣﻴﺮﻭﻳﺲ ﺭﺍ ﻛﻪ ﺟﻮﺍﻧﻲ ﺩﻟﻴﺮ ﻭ ﭘﺮ ﺟﺮﺃﺕ ﺑﻮﺩ ﺍﻧﺘﺨﺎﺏ‬
‫ﻛﺮﺩﻧﺪ‪ .‬ﻣﺪﺕ ﺣﻜﻮﻣﺖ ﻣﻴﺮﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺩﻭ ﺳﺎﻝ ﺑﻮﺩ‪.‬‬

‫ﺑﺎﺯﺍﺭ ﺳﺮﭘﻮﺷﻴﺪﻩ ﺩﺭ ﺷﻬﺮﻗﻨﺪﻫﺎﺭ‬

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 ‫ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻲ‬
‫ﺣﻜﻮﻣﺖ ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻲ ﺩﺭ ﻗﻨﺪﻫﺎﺭ ﺑﺎ ﻗﺪﺭﺕﮔﻴﺮﻱ ﺍﺑﺪﺍﻟﻴﺎﻥ ﺍﻓﻐﺎﻥ ﺩﺭ ﻫﺮﺍﺕ ﻫﻤﺰﻣﺎﻥ‬
‫ﺷﺪ‪ .‬ﺍﺑﺪﺍﻟﻴﺎﻥ ﻧﻴﺰ ﺩﺭ ﻫﺮﺍﺕ ﺣﻜﻮﻣﺖ ﻣﺴﺘﻘﻠﻲ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩﻩ ﺑﻮﺩﻧﺪ ﻭ ﺗﺎ ﻓﺮﺍﻩ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺩﺍﺷﺘﻨﺪ‪.‬‬
‫ﺑﺎ ﺍﻳﻨﻜﻪ ﻧﺒﺮﺩﻯ ﻣﻴﺎﻥ ﺍﻳﻦ ﺩﻭ ﺩﻭﻟﺖ ﺩﺭﺳﺎﻝ ‪ 1132‬ﻕ‪1720/‬ﻡ ﺩﺭ ﻧﺎﺣﻴﺔ ﻓﺮﺍﻩ ﺭﻭﻯ ﺩﺍﺩ ﺍﻣﺎ ﻫﺪﻑ ﺍﺻﻠﻰ‬
‫ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﺗﺼﺮﻑ ﺍﻳﺮﺍﻥ ﺑﻮﺩ ﻭ ﺑﻨﺎﺑﺮﺍﻳﻦ ﺑﺪﻭﻥ ﺁﻧﻜﻪ ﺧﻮﺩ ﺭﺍ ﺑﻴﺸﺘﺮ ﻣﺼﺮﻭﻑ ﻫﺮﺍﺕ ﺳﺎﺯﺩ ﻧﻘﺸﺔ ﺗﺼﺮﻑ‬
‫ﺍﻳﺮﺍﻥ ﺭﺍ ﻛﺸﻴﺪ‪.‬‬

‫ﺣﻤﻠﻪ ﺑﻪ ﺍﻳﺮﺍﻥ‬
‫ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻲ ﻛﻪ ﺍﻭﺿﺎﻉ ﺩﺍﺧﻞ ﺍﻳﺮﺍﻥ ﺭﺍ ﺯﻳﺮ ﻧﻈﺮ ﺩﺍﺷﺖ ﺩﺭ ﺳﺎﻝ ‪ 1133‬ﻕ‪1721/‬ﻡ ﺑﻪ‬
‫ﻛﺮﻣﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺣﻤﻠﻪ ﻛﺮﺩ ﺍﻣﺎ ﭘﺲ ﺍﺯ ﻣﺼﺎﻟﺤﻪ ﺑﺎ ﺣﺎﻛﻢ ﺁﻥ ﺟﺎ ﺑﻪ ﻗﻨﺪﻫﺎﺭ ﻣﺮﺍﺟﻌﺖ ﻛﺮﺩ‪ .‬ﺷﺎﻩ ﻣﺤﻤﻮﺩ‬
‫ﺑﺎﺭ ﺩﻳﮕﺮ ﺑﻪ ﺳﺎﻝ ‪ 1135‬ﻕ‪1723/‬ﻡ‬
‫ﺑﻪ ﺟﺎﻧﺐ ﺍﻳﺮﺍﻥ ﻟﺸﻜﺮ ﻛﺸﻴﺪ‪ .‬ﺩﺭ‬
‫ﺍﻳﻦ ﺩﻓﻌﻪ ﺍﻓﻐﺎﻥ ﻫﺎ ﻣﻮﻓﻖ ﺷﺪﻧﺪ ﻛﻪ‬
‫ﺍﺻﻔﻬﺎﻥ ﭘﺎﻳﺘﺨﺖ ﺻﻔﻮﻳﺎﻥ ﺭﺍ ﭘﺲ‬
‫ﺍﺯﻣﺤﺎﺻﺮﺓ ﻃﻮﻻﻧﻰ ﺗﺼﺮﻑ ﻛﻨﻨﺪ‬
‫ﻭ ﺷﺎﻩ ﺳﻠﻄﺎﻥ ﺣﺴﻴﻦ ﺻﻔﻮﻯ‬
‫ﻧﻴﺰ ﺗﺎﺝ ﺳﻠﻄﺎﻧﻰ ﺭﺍ ﺑﻪ ﺷﺎﻩ ﻣﺤﻤﻮﺩ‬
‫ﻭﺍﮔﺬﺍﺭ ﻛﺮﺩ‪.‬‬

‫ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻰ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﺗﺸﻜﻴﻞ ﺩﻭﻟﺖ ﻫﻮﺗﻜﻲ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﺩﻭﻟﺖ ﻫﻮﺗﻜﻲ ﺍﻓﻐﺎﻥ ﺩﺭ ﺍﻳﺮﺍﻥ ﺭﺳﻤﺎً ﺑﺎ ﺗﺎﺟﮕﺬﺍﺭﻯ ﺷﺎﻩ ﻣﺤﻤﻮﺩ ﺁﻏﺎﺯ ﻣﻲ ﺷﻮﺩ‪ .‬ﻭﻱ ﺩﻭ ﻭ ﻧﻴﻢ ﺳﺎﻝ ﺣﻜﻮﻣﺖ‬
‫ﺍﺻﻔﻬﺎﻥ ﺭﺍ ﺩﺭ ﺩﺳﺖ ﺩﺍﺷﺖ ﺍﻣﺎ ﺑﻪ ﺩﻟﻴﻞ ﻣﺮﻳﻀﻲ ﺩﻣﺎﻏﻲ ﺍﺯ ﻛﺎﺭ ﺑﺮﻛﻨﺎﺭ ﺷﺪ ﻭ ﻛﻤﻲ ﺑﻌﺪ ﺩﺭﮔﺬﺷﺖ‪ .‬ﺩﺭ ﻋﻮﺽ‬
‫ﻣﺤﻤﻮﺩ‪ ،‬ﭘﺴﺮ ﻛﺎﻛﺎﻳﺶ ﺷﺎﻩ ﺍﺷﺮﻑ ﻫﻮﺗﻜﻲ ﺑﻪ ﺣﻜﻮﻣﺖ ﺍﺻﻔﻬﺎﻥ ﺭﺳﻴﺪ‪ .‬ﻭﻱ ﺩﺭ ﺯﻣﺎﻥ ﺣﻜﻮﻣﺘﺶ ﻗﻠﻤﺮﻭ ﺍﻳﺮﺍﻥ‬
‫ﺭﺍ ﺍﺯ ﺗﺠﺎﻭﺯ ﻫﻤﺴﺎﻳﮕﺎﻥ ﻣﺤﻔﻮﻅ ﺩﺍﺷﺖ‪ .‬ﺷﺎﻩ ﺍﺷﺮﻑ ﻧﻘﺸﻪ ﻫﺎﻱ ﺭﻭﺳﻴﻪ ﻭ ﺗﺮﻛﻴﺔ ﻋﺜﻤﺎﻧﻲ ﺭﺍ ﺧﻨﺜﻲ ﻧﻤﻮﺩ‪ .‬ﺁﻥ ﺩﻭ‬
‫ﻛﺸﻮﺭ ﻣﻲ ﺧﻮﺍﺳﺘﻨﺪ ﺑﻪ ﺩﺍﺧﻞ ﺍﻳﺮﺍﻥ ﭘﻴﺸﺮﻭﻱ ﻛﺮﺩﻩ ﻭ ﻣﻨﺎﻃﻘﻲ ﺭﺍ ﺑﻪ ﺍﺷﻐﺎﻝ ﺧﻮﺩ ﺩﺭﺁﻭﺭﻧﺪ‪.‬‬

‫ﺷﺎﻩ ﺍﺷﺮﻑ ﻫﻮﺗﻜﻰ‬

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 ‫ﭘﺎﻳﺎﻥ ﺩﻭﻟﺖ ﻫﻮﺗﻜﻲ‬
‫ﺑﺎ ﻇﻬﻮﺭ ﻣﺮﺩ ﺟﺴﻮﺭﻯ ﺑﻪ ﻧﺎﻡ ﻧﺎﺩﺭﺷﺎﻩ ﺩﺭ ﺍﻳﺮﺍﻥ‪ ،‬ﻛﺎﺭ‬
‫ﺣﻜﻮﻣﺖ ﺍﻓﻐﺎﻥ ﻫﺎ ﺩﺭ ﺁﻥ ﻛﺸﻮﺭ ﺑﺎ ﻣﺸﻜﻞ ﺭﻭﺑﻪ ﺭﻭ ﺷﺪ‪.‬‬
‫ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺍﺧﺘﻼﻑ ﺩﺍﺧﻠﻲ ﺩﺭ ﻣﻴﺎﻥ ﺍﻓﻐﺎﻥ ﻫﺎ ﻧﻴﺰ‬
‫ﻣﻮﺿﻮﻉ ﺭﺍ ﭘﻴﭽﻴﺪﻩ ﺳﺎﺧﺖ ‪ .‬ﻟﺬﺍ ﺷﺎﻩ ﺍﺷﺮﻑ ﻭ ﺍﻓﻐﺎﻥ ﻫﺎ‬
‫ﺍﺯ ﺍﻳﺮﺍﻥ ﻋﻘﺐ ﻧﺸﻴﻨﻲ ﻛﺮﺩﻧﺪ ‪ .‬ﺷﺎﻩ ﺍﺷﺮﻑ ﺩﺭﻫﻨﮕﺎﻡ‬
‫ﻋﻘﺐ ﻧﺸﻴﻨﻲ ﺩﺭ ﻣﺮﺑﻮﻃﺎﺕ ﺷﻮﺭﺍﺑﻚ ﻛﺸﺘﻪ ﺷﺪ‪ .‬ﺍﺯ ﺍﻳﻦ‬
‫ﭘﺲ ﺗﺎ ﺳﺎﻝ ‪ 1151‬ﻕ‪1739/‬ﻡ ﺣﻜﻮﻣﺖ ﻫﻮﺗﻜﻲ ﻫﺎ ﺩﺭ‬
‫ﻗﻨﺪﻫﺎﺭ ﻣﻨﺤﺼﺮ ﺷﺪ ﻭ ﺷﺎﻩ ﺣﺴﻴﻦ ﻫﻮﺗﻜﻲ ‪ ،‬ﺍﺩﺍﺭﺓ ﺁﻥ‬
‫ﺭﺍ ﺑﺮﻋﻬﺪﻩ ﺩﺍﺷﺖ‪.‬‬
‫ﺍﻭ ﭘﺎﺩﺷﺎﻩ ﻓﺮﻫﻨﮓ ﺩﻭﺳﺖ ﺑﻮﺩ ﻭ ﺧﻮﺩﺵ ﺑﻪ ﺯﺑﺎﻥ‬
‫ﺩﺭﻱ ﻭ ﭘﺸﺘﻮ ﺷﻌﺮ ﻣﻲ ﺳﺮﻭﺩ‪ .‬ﻧﺎﺩﺭ ﺷﺎﻩ ﺍﻓﺸﺎﺭ ﺣﻜﻮﻣﺖ‬
‫ﻫﻮﺗﻜﻲ ﻗﻨﺪﻫﺎﺭ ﺭﺍ ﺍﺯ ﺑﻴﻦ ﺑﺮﺩ‪.‬‬

‫ﺷﺎﻩ ﺣﺴﻴﻦ ﻫﻮﺗﻜﻰ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺻﻨﻒ ﺑﻪ ﺻﻮﺭﺕ ﺩﺳﺘﻪ ﺟﻤﻌﻲ ﺑﺮ ﺭﻭﻱ ﻧﻘﺸﻪ ‪ ،‬ﻣﺴﻴﺮ ﺣﺮﻛﺖ ﺍﻓﻐﺎﻧﺎﻥ ﺗﺎ ﺍﺻﻔﻬﺎﻥ ﺭﺍ ﻧﺸﺎﻥ ﺩﻫﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﭼﺮﺍ ﻣﻴﺮ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﺍﺯ ﺳﻮﻱ ﺳﺮﺍﻥ ﺍﻓﻐﺎﻥ ﺩﺭ ﻗﻨﺪﻫﺎﺭ ﺍﺯ ﻛﺎﺭ ﺑﺮﻛﻨﺎﺭ ﺷﺪ؟‬
‫‪-2‬ﺷﻬﺮ ﺍﺻﻔﻬﺎﻥ ﺍﻳﺮﺍﻥ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻲ ﻓﺘﺢ ﺷﺪ؟‬
‫‪ -3‬ﺟﺎﻫﺎﻱ ﺧﺎﻟﻲ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‬
‫ﺷﺎﻩ ﺍﺷﺮﻑ ﻫﻮﺗﻜﻲ‪ ،‬ﺍﺯ ﺍﻳﺮﺍﻥ ﺩﺭ ﺑﺮﺍﺑﺮﺗﺠﺎﻭﺯ ﺩﻭ ﻛﺸﻮﺭ‪...................‬ﻭ‪ ................‬ﺩﻓﺎﻉ ﻧﻤﻮﺩ‪.‬‬
‫‪ -4‬ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﺮﺍ ﺍﻓﻐﺎﻥ ﻫﺎ ﺍﺯ ﺍﻳﺮﺍﻥ ﻋﻘﺐ ﻧﺸﻴﻨﻲ ﻛﺮﺩﻧﺪ؟‬
‫‪ -5‬ﺩﺭ ﻣﻴﺎﻥ ﺟﺎﻧﺸﻴﻨﺎﻥ ﻣﻴﺮﻭﻳﺲ ﺧﺎﻥ‪ ،‬ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺍﺷﺨﺎﺹ ﺯﻳﺮ ﺭﺍﻩ ﺁﺷﺘﻲ ﺑﺎ ﺻﻔﻮﻱ ﻫﺎ ﺭﺍ ﺩﺭ‬
‫ﭘﻴﺶ ﮔﺮﻓﺖ؟ ﻣﺸﺨﺺ ﺳﺎﺯﻳﺪ‪.‬‬
‫ﺍﻟﻒ( ﻣﺤﻤﻮﺩ ﻫﻮﺗﻜﻲ‬
‫ﺏ( ﻣﻴﺮ ﻋﺒﺪﺍﻟﻌﺰﻳﺰ ﻫﻮﺗﻜﻲ‬
‫ﺝ( ﺷﺎﻩ ﺣﺴﻴﻦ ﻫﻮﺗﻜﻲ‬
‫ﺩ( ﺷﺎﻩ ﺍﺷﺮﻑ ﻫﻮﺗﻜﻲ‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﭘﻨﺠﻢ‬

‫ﺗﺎﺭﻳﺦﻛﺸﻮﺭﻫﺎﻱﻫﻤﺴﺎﻳﻪﺩﺭﻗﺮﻭﻥﻭﺳﻄﻲﻭﺟﺪﻳﺪ‬
‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬
‫ﺍﻳﺮﺍﻥ؛‬
‫ﻫﻨﺪ؛‬
‫ﺭﻭﺳﻴﻪ؛‬
‫ﭼﻴﻦ‪.‬‬

‫ﻗﺮﻭﻥ ﺑﺎﺳﺘﺎﻥ‬ ‫ﻗﺮﻭﻥ ﻭﺳﻄﻰ‬ ‫ﻗﺮﻭﻥ ﺟﺪﻳﺪ‬ ‫ﻗﺮﻭﻥ ﻣﻌﺎﺻﺮ‬

‫ﻗﺮﻥ‪ 5‬ﻣﻴﻼﺩﻯ‬ ‫ﻗﺮﻥ ‪ 18‬ﻣﻴﻼﺩﻯ ﻗﺮﻥ‪15‬ﻣﻴﻼﺩﻯ‬

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 ‫ﺍﻫﺪﺍﻑ ﻓﺼﻞ‬

‫‪ -1‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺍﻭﺿﺎﻉ ﻛﻠﻲ ﻛﺸﻮﺭﻫﺎﻱ ﻫﻤﺴﺎﻳﻪ ﺩﺭ ﻗﺮﻭﻥ‬

‫ﻭﺳﻄﻲ ﻭ ﺟﺪﻳﺪ؛‬

‫‪ -2‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺳﻠﺴﻠﻪ ﻫﺎ ﻭ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻣﻬﻢ ﻛﺸﻮﺭﻫﺎﻱ ﺍﻳﺮﺍﻥ‪،‬‬

‫ﻫﻨﺪ‪ ،‬ﺭﻭﺳﻴﻪ ﻭ ﭼﻴﻦ؛‬

‫‪ -3‬ﺁﺷﻨﺎ ﺳﺎﺧﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺳﻴﺮ ﻛﻠﻲ ﺗﺤﻮﻝ ﺗﺎﺭﻳﺦ ﺩﺭ ﻣﻨﻄﻘﻪ‪.‬‬

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 ‫ﺩﺭﺱ ﭼﻬﺎﺭﺩﻫﻢ‬

‫ﺍﻳﺮﺍﻥ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻭ ﺟﺪﻳﺪ‬

‫ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﺑﺨﺶ ﺯﻳﺎﺩﻱ ﺍﺯﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ ﺑﻪ ﺗﺎﺭﻳﺦ ﻛﺸﻮﺭ ﻣﺎ ﺷﺒﺎﻫﺖ ﺩﺍﺭﺩ؟ ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺍﻳﺮﺍﻥ‬
‫ﺩﺭ ﻗﺮﻭﻥ ﺟﺪﻳﺪ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻭﺍﻗﻊ ﺷﺪ؟‬

‫ﺑﺨﺶ ﺯﻳﺎﺩﻱ ﺍﺯ ﺗﺎﺭﻳﺦ ﺍﻳﺮﺍﻥ‪ ،‬ﺑﻪ ﺗﺎﺭﻳﺦ ﻛﺸﻮﺭ ﻣﺎ ﺷﺒﺎﻫﺖ ﺩﺍﺭﺩ‪ .‬ﻫﻤﺎﻥ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻭ ﺳﻠﺴﻠﻪ ﻫﺎﻳﻲ ﻛﻪ ﺑﺮ‬
‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺣﻜﻮﻣﺖ ﻛﺮﺩﻧﺪ‪ ،‬ﺑﺮ ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﻓﺮﻣﺎﻥ ﻣﻰ ﺭﺍﻧﺪﻧﺪ‪ .‬ﺁﻥ ﻛﺸﻮﺭ ﻧﻴﺰ ﺑﺎ ﻭﺭﻭﺩ ﺍﺳﻼﻡ‪ ،‬ﺗﺎﺭﻳﺨﺶ ﻣﺘﺤﻮﻝ‬
‫ﺷﺪ‪ .‬ﺍﻣﻮﻱ ﻫﺎ ﻭ ﻋﺒﺎﺳﻲ ﻫﺎ ﺑﺮﺍﻱ ﺍﻳﺮﺍﻥ ﺍﻣﻴﺮﺍﻥ ﻭ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﺎﻧﻲ ﺗﻌﻴﻴﻦ ﻣﻲﻛﺮﺩﻧﺪ ﺍﻣﺎ ﺑﻪ ﺩﻟﻴﻞ ﺑﺮﺧﻰ ﻗﻴﺎﻡ ﻫﺎ ﻭ‬
‫ﺧﻴﺰﺵ ﻫﺎ ﺩﺭ ﺑﻌﻀﻲ ﻣﻨﺎﻃﻖ ﺍﻳﺮﺍﻥ‪ ،‬ﺣﻜﻮﻣﺖ ﻫﺎﻱ ﻣﺤﻠﻲ ﺗﺸﻜﻴﻞ ﺷﺪ‪ .‬ﺍﺯ ﺟﻤﻠﺔ ﺣﻜﻮﻣﺖ ﻫﺎﻱ ﻣﺤﻠﻲ ﻣﻲ ﺗﻮﺍﻧﻴﻢ‬
‫ﺑﻪ ﻣﻮﺍﺭﺩ ﺯﻳﺮ ﺍﺷﺎﺭﻩ ﻧﻤﺎﻳﻴﻢ‪:‬‬

‫‪ -1‬ﻋﻠﻮﻳﺎﻥ ﻃﺒﺮﺳﺘﺎﻥ‬
‫ﺍﻳﻦ ﺷﺎﺧﻪ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﺳﻴﺪﻫﺎﻱ ﻫﺎﺷﻤﻲ ﺍﺳﺖ ﻛﻪ ﺯﻳﺮ ﺭﻫﺒﺮﻱ ﺳﻴﺪ ﺣﺴﻦ ﭘﺴﺮ ﺯﻳﺪ ﺣﻜﻮﻣﺖ ﻣﺴﺘﻘﻠﻲ ﺭﺍ ﺩﺭ‬
‫ﻃﺒﺮﺳﺘﺎﻥ ﺍﻳﺮﺍﻥ ﺗﺸﻜﻴﻞ ﺩﺍﺩ )‪ 250‬ﻕ‪864/‬ﻡ(‪ .‬ﺣﻜﻮﻣﺖ ﻋﻠﻮﻳﺎﻥ ﻃﺒﺮﺳﺘﺎﻥ ﺗﺎ ﻗﺮﻥ ﭼﻬﺎﺭﻡ ﻫﺠﺮﻯ ﺍﺩﺍﻣﻪ ﺩﺍﺷﺖ‪.‬‬

‫‪ -2‬ﺯﻳﺎﺭﻳﺎﻥ‬
‫ﺍﻳﻨﺎﻥ‪ ،‬ﺑﻪ ﺩﻧﺒﺎﻝ ﺿﻌﻒ ﻋﻠﻮﻳﺎﻥ‪ ،‬ﻗﺪﺭﺕ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻧﺪ ﻭ ﺩﺭ ﻭﻻﻳﺎﺕ ﻃﺒﺮﺳﺘﺎﻥ‪ ،‬ﮔﺮﮔﺎﻥ ﻭ‬

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 ‫ﺍﺻﻔﻬﺎﻥ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﻧﻤﻮﺩﻧﺪ‪ .‬ﺑﻨﻴﺎﺩﮔﺬﺍﺭ ﺣﻜﻮﻣﺖ ﺁﻝ ﺯﻳﺎﺭ‪ ،‬ﻣﺮﺩﺁﻭﻳﺞ ﻧﺎﻡ ﺩﺍﺷﺖ‪ .‬ﺯﻳﺎﺭﻳﺎﻥ ﺗﺎ ﺳﺎﻝ ‪320‬‬
‫ﻕ‪932/‬ﻡ ﺑﺮ ﺳﺮ ﺣﻜﻮﻣﺖ ﻣﺎﻧﺪﻧﺪ‪.‬‬

‫‪ -3‬ﺁﻝ ﺑﻮﻳﻪ‬
‫ﺍﻳﻦ ﺣﻜﻮﻣﺖ ﺍﻳﺮﺍﻧﻰ ﺩﺭ ﻗﺮﻥ ﭼﻬﺎﺭﻡ ﻫﺠﺮﻯ ﭘﺎﻳﻪ ﮔﺬﺍﺭﻯ ﺷﺪ ﻭ ﭘﺎﻳﺘﺨﺖ ﺁﻧﻬﺎ ﺍﺻﻔﻬﺎﻥ ﺑﻮﺩ‪.‬ﺁﻝ ﺑﻮﻳﻪ‬
‫ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺿﻌﻒ ﺧﻠﻔﺎﻱ ﺑﻐﺪﺍﺩ‪ ،‬ﺩﺭ ﺻﺤﻨﺔ ﺳﻴﺎﺳﺖ ﻇﺎﻫﺮ ﺷﺪﻧﺪ‪ ،‬ﻟﺬﺍ ﺧﻼﻓﺖ ﺑﻐﺪﺍﺩ ﺭﺍ ﺯﻳﺮ ﺗﺎﺛﻴﺮ ﻭ‬
‫ﻧﻔﻮﺫ ﺧﻮﻳﺶ ﻗﺮﺍﺭﺩﺍﺩﻧﺪ‪.‬‬
‫ﺑﻪ ﺟﺰ ﺳﻪ ﺳﻠﺴﻠﺔ ﻣﺬﻛﻮﺭ‪ ،‬ﻏﺰﻧﻮﻳﺎﻥ‪ ،‬ﺳﻠﺠﻮﻗﻴﺎﻥ‪ ،‬ﺧﻮﺍﺭﺯﻡ ﺷﺎﻫﻴﺎﻥ‪ ،‬ﻣﻐﻮﻻﻥ ﻭ ﺗﻴﻤﻮﺭﻳﺎﻥ ﻧﻴﺰ ﺑﺮ ﺍﻳﺮﺍﻥ‬
‫ﺣﻜﻮﻣﺖ ﻛﺮﺩﻧﺪ‪.‬‬

‫ﺍﻳﺮﺍﻥ ﺩﺭ ﻗﺮﻭﻥ ﺟﺪﻳﺪ‬

‫ﺍﻟﻒ‪ -‬ﺻﻔﻮﻳﻪ‬
‫ﺗﺸﻜﻴﻞ ﺩﻭﻟﺖ ﺻﻔﻮﻱ ﺩﺭ ﺁﻏﺎﺯ ﻗﺮﻥ ﺩﻫﻢ ﻫﺠﺮﻱ )‪ 907‬ﻕ(‪1501/‬ﻡ‪ ،‬ﻧﻘﻄﺔ ﺑﺴﻴﺎﺭ ﻣﻬﻤﻲ ﺩﺭﺗﺎﺭﻳﺦ‬
‫ﺟﺪﻳﺪ ﺍﻳﺮﺍﻥ ﺍﺳﺖ‪ .‬ﺻﻔﻮﻳﺎﻥ ﺑﻪ ﻭﺿﻌﻴﺖ ﭘﺮﺍﻛﻨﺪﺓ ﺳﻴﺎﺳﻲ ﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺍﻳﺮﺍﻥ‪ ،‬ﻧﻘﻄﺔ ﭘﺎﻳﺎﻧﻲ ﻧﻬﺎﺩﻧﺪ‪.‬‬
‫ﺁﻧﺎﻥ ﺍﻳﺮﺍﻥ ﺭﺍ ﻣﺘﺤﺪ ﻭﻳﻜﺪﺳﺖ ﺳﺎﺧﺘﻨﺪ‪ ،‬ﻳﻜﻲ ﺍﺯ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻣﻬﻢ ﺳﻠﺴﻠﺔ ﺻﻔﻮﻱ‪ ،‬ﺷﺎﻩ ﻋﺒﺎﺱ ﺍﻭﻝ ﻧﺎﻡ‬
‫ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﺍﻭ‪ ،‬ﺍﺻﻔﻬﺎﻥ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﺎﻳﺘﺨﺖ ﺍﻳﺮﺍﻥ ﺑﻪ ﺷﻜﻮﻓﺎﻳﻲ ﺯﻳﺎﺩﻱ ﺭﺳﻴﺪ‪.‬‬

‫ﻣﻴﺪﺍﻥ ﺍﻣﺎﻡ ﺧﻤﻴﻨﻰ ﺍﺻﻔﻬﺎﻥ)ﻧﻘﺶ ﺟﻬﺎﻥ(‬

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‫ﺭﻭﺍﺑﻂ ﺍﻳﺮﺍﻥ ﺑﺎ ﺍﺭﻭﭘﺎ ﻧﻴﺰ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺻﻔﻮﻳﺎﻥ ﺻﻮﺭﺕ ﺟﺪﻳﺪﻱ ﻳﺎﻓﺖ ﺯﻳﺮﺍ ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﺑﻪ ﺩﻟﻴﻞ ﺭﻭﺍﺑﻂ‬
‫ﺩﺷﻤﻨﺎﻧﻪ ﻣﻴﺎﻥ ﺍﺭﻭﭘﺎ ﻭ ﺍﻣﭙﺮﺍﺗﻮﺭﻯ ﻋﺜﻤﺎﻧﻲ ﻭ ﻧﻴﺰ ﺭﻭﺍﺑﻂ ﺳﺮﺩ ﻣﻴﺎﻥ ﺍﻳﺮﺍﻥ ﻭﻋﺜﻤﺎﻧﻰ‪ -‬ﻫﻤﺴﺎﻳﺔ ﻏﺮﺑﻲ ﺍﻳﺮﺍﻥ‪ -‬ﺍﺭﻭﭘﺎﺋﻴﺎﻥ‬
‫ﺑﺎ ﺍﻳﺮﺍﻥ ﺭﻭﺍﺑﻂ ﮔﺮﻣﻲ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻨﺪ‪ .‬ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﺩﺭ ﻫﻤﻴﻦ ﺯﻣﺎﻥ ﺍﺯ ﺩﺍﻧﺶ ﻧﻈﺎﻣﻲ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺳﻮﺩ ﺑﺮﺩ‪ .‬ﺍﺯ ﻛﻤﻚ‬
‫ﺁﻧﺎﻥ ﺑﺮﺍﻱ ﺁﻣﻮﺯﺵ ﻋﺴﺎﻛﺮ ﻭ ﺗﺠﻬﻴﺰ ﻧﻴﺮﻭﻫﺎﻱ ﻧﻈﺎﻣﻲ ﺍﺵ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ‪ .‬ﺩﻭﺭﺓ ﺻﻔﻮﻳﻪ ﻧﻴﺰ ﻛﻪ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﺑﺎﻻﺗﺮﻳﻦ‬
‫ﺣﺪ ﺷﻬﺮﺗﺶ ﺩﺭ ﺑﻌﺪ ﺍﺯ ﺍﺳﻼﻡ ﺭﺳﺎﻧﻴﺪ ﭘﺎﻳﺎﻥ ﻳﺎﻓﺖ ﻭ ﺑﻪ ﺳﻠﻄﻨﺖ ﺁﻧﻬﺎ ﺗﻮﺳﻂ ﺍﻓﻐﺎﻥ ﻫﺎ ﭘﺎﻳﺎﻥ ﺑﺨﺸﻴﺪﻩ ﺷﺪ‪.‬‬

‫ﺏ‪ -‬ﺍﻓﺸﺎﺭﻫﺎ‬
‫ﻣﺪﺕ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﺍﻓﻐﺎﻥ ﻫﺎ ﺑﺮ ﺍﻳﺮﺍﻥ ﻃﻮﻝ ﺯﻳﺎﺩﻱ ﻧﻜﺸﻴﺪ ﺯﻳﺮﺍ ﻧﺎﺩﺭ ﻛﻪ ﺍﺻ ً‬
‫ﻼ ﺍﺯ ﻗﺒﻴﻠﺔ ﺍﻓﺸﺎﺭ ﺗﺮﻛﻤﻦ ﻫﺎ ﺑﻮﺩ‪ ،‬ﺑﺎﺭ‬
‫ﺩﻳﮕﺮ ﺍﻳﺮﺍﻧﻴﺎﻥ ﺭﺍ ﮔﺮﺩ ﺁﻭﺭﺩ‪ .‬ﺍﻭ ﺍﻳﻦ ﺑﺎﺭ ﺩﺭ ﺳﭙﺎﻫﺶ ﺍﺯ ﺍﻓﻐﺎﻥ ﻫﺎ ﻭ ﺍﺯﺑﻜﺎﻥ ﻛﺎﺭﮔﺮﻓﺖ‪ .‬ﺑﺎ ﺍﻗﺪﺍﻣﺎﺕ ﻭ ﺳﻴﺎﺳﺖ ﻫﺎﻱ‬
‫ﺧﺎﺹ ﻧﻈﺎﻣﻲ ﻧﺎﺩﺭ ﺍﻓﺸﺎﺭ‪ ،‬ﺍﻳﺮﺍﻥ ﺑﺮﺍﻱ ﻣﺪﺕ ﻛﻮﺗﺎﻫﻲ ﺗﻮﺍﻧﺴﺖ ﻛﻪ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‪ ،‬ﻫﻨﺪ ﻭ ﻗﺴﻤﺘﻲ ﺍﺯ ﺁﺳﻴﺎﻱ‬
‫ﻣﻴﺎﻧﻪ ﺭﺍ ﺗﺼﺮﻑ ﻛﻨﺪ؛ ﺍﻣﺎ ﺳﺘﺎﺭﻩ ﺑﺨﺖ ﻭ ﺍﻗﺒﺎﻝ ﺩﻭﻟﺖ ﺍﻓﺸﺎﺭﻱ ﺯﻭﺩ ﺧﺎﻣﻮﺵ ﺷﺪ ﺯﻳﺮﺍ ﺑﺎ ﻗﺘﻞ ﻧﺎﺩﺭ ﺷﺎﻩ ﺍﻓﺸﺎﺭ‬
‫)‪ 1160‬ﻕ(‪1747/‬ﻡ ﺍﻳﺮﺍﻥ ﺩﺳﺘﺨﻮﺵ ﭘﺮﺍﻛﻨﺪﻩ ﮔﻲ ﻭ ﺍﺧﺘﻼﻑ ﮔﺮﺩﻳﺪ‪.‬‬

‫ﺝ‪ -‬ﺯﻧﺪﻳﻪ‬
‫ﺑﺎ ﻗﺘﻞ ﻧﺎﺩﺭﺍﻓﺸﺎﺭ ﺟﻨﮓ ﺩﺍﺧﻠﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺁﻏﺎﺯ ﺷﺪ ﻭ ﻓﺮﻣﺎﻧﺪﻫﺎﻥ ﻧﺎﺩﺭ ﺑﻪ ﺟﺎﻥ ﻳﻜﺪﻳﮕﺮ ﺍﻓﺘﺎﺩﻧﺪ‪ .‬ﺑﺎﺯﻣﺎﻧﺪﻩ ﮔﺎﻥ‬
‫ﻧﺎﺩﺭﺷﺎﻩ‪ ،‬ﺧﺮﺍﺳﺎﻥ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﺮﺍﻱ ﺣﻜﻮﻣﺖ ﺧﻮﻳﺶ ﺍﺧﺘﻴﺎﺭ ﻛﺮﺩﻧﺪ‪ ،‬ﺑﺨﺶ ﻫﺎﻱ ﺩﻳﮕﺮ ﺍﻳﺮﺍﻥ ﻧﻴﺰ ﺑﻪ ﺩﺳﺖ‬

‫ﻗﺼﺮ ﮐﺮﯾﻢ ﺧﺎﻥ ﺯﻧﺪ‬

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 ‫ﻓﺮﻣﺎﻧﺪﻫﺎﻥ ﻭ ﺭﻭﺳﺎﻱ ﻗﺒﺎﻳﻞ ﺍﻓﺘﺎﺩﻧﺪ؛ ﺍﻣﺎ ﺍﺯ ﻣﻴﺎﻥ ﺁﻧﻬﺎ ﻛﺮﻳﻢ ﺧﺎﻥ ﺯﻧﺪ ﻗﺪﺭﺕ ﺯﻳﺎﺩﻱ ﭘﻴﺪﺍ ﻛﺮﺩ ‪.‬‬

‫ﺍﻭ ﺍﺯ ﻗﺒﻴﻠﺔ ﺯﻧﺪ ﺑﻮﺩ‪ .‬ﻛﺮﻳﻢ ﺧﺎﻥ ﺑﻪ ﺧﺼﻮﺹ ﻗﺎﺟﺎﺭ ﻫﺎ ﺭﺍ ﻛﻪ ﻣﺪﻋﻲ ﭘﺎﺩﺷﺎﻫﻲ ﺍﻳﺮﺍﻥ ﺑﻮﺩﻧﺪ‪ ،‬ﺷﻜﺴﺖ ﺩﺍﺩ‪.‬‬
‫ﻭﻱ ﺷﻬﺮ ﺷﻴﺮﺍﺯ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﻣﺮﻛﺰ ﺧﻮﻳﺶ ﺑﺮﮔﺰﻳﺪ‪.‬ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ‪ ،‬ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺑﺮﺍﻱ ﻧﻔﻮﺫ ﺩﺭ ﺍﻳﺮﺍﻥ ﻛﻮﺷﺶ‬
‫ﻣﻲﻛﺮﺩﻧﺪ‪ .‬ﺍﻧﮕﻠﺴﺘﺎﻥ ﺑﺎ ﺍﻣﻀﺎﻱ‬
‫ﻗﺮﺍﺭﺩﺍﺩﻱ ﺑﺎ ﺩﻭﻟﺖ ﻛﺮﻳﻢ ﺧﺎﻥ‬
‫ﺯﻧﺪ ﺍﺟﺎﺯﺓ ﺗﺠﺎﺭﺕ ﺩﺭ ﺑﻨﺪﺭ ﻫﺎﻱ‬
‫ﺧﻠﻴﺞ ﻓﺎﺭﺱ ﺍﻳﺮﺍﻥ ﺭﺍ ﺑﻪ ﺩﺳﺖ‬
‫ﺁﻭﺭﺩ‪.‬‬
‫ﺑﺎ ﻣﺮگ ﻛﺮﻳﻢ ﺧﺎﻥ ﺯﻧﺪ‬
‫ﺩﺭ ﺳﺎﻝ ‪ 1193‬ﻕ‪1779/‬ﻡ‪،‬‬
‫ﺟﻨﮓ ﺩﺍﺧﻠﻲ ﺩﺭ ﺍﻳﺮﺍﻥ ﺍﺯ ﺳﺮ‬
‫ﮔﺮﻓﺘﻪ ﺷﺪ‪ .‬ﺳﺮ ﺍﻧﺠﺎﻡ ﻳﻜﻲ ﺍﺯ‬
‫ﻃﺮﻑ ﻫﺎﻱ ﻗﺪﺭﺕ ﺩﺭ ﺍﻳﺮﺍﻥ‬
‫ﻛﻪ ﻗﺎﺟﺎﺭﻫﺎ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷﺪﻧﺪ‪،‬‬
‫ﺣﻜﻮﻣﺖ ﺁﻥ ﻛﺸﻮﺭ ﺭﺍ ﺩﺭ‬
‫ﺍﺧﺘﻴﺎﺭ ﮔﺮﻓﺘﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﭼﻨﻴﻦ ﺑﻮﺩ ﻛﻪ ﺍﻳﺮﺍﻥ ﺑﻪ‬
‫ﺗﺎﺭﻳﺦ ﻣﻌﺎﺻﺮﺵ‪ ،‬ﻗﺪﻡ ﮔﺬﺍﺷﺖ‪.‬‬

‫ﳕﻮﻧﻪ ﺍﺯ ﻫﻨﺮ ﻣﻌﻤﺎﺭی ﺩﻭﺭﻩ ﺯﻧﺪﯾﻪ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺻﻨﻒ‪ ،‬ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪ ،‬ﮔﺮﻭﻩ ﺍﻭﻝ‪ ،‬ﺳﻪ ﺳﻠﺴﻠﻪﻳﻰ ﺭﺍ ﻛﻪ ﻓﻘﻂ ﺩﺭ ﺍﻳﺮﺍﻥ ﺣﻜﻮﻣﺖ‬
‫ﺗﺸﻜﻴﻞ ﺩﺍﺩﻧﺪ ﻧﺎﻡ ﺑﺒﺮﺩ ﻭ ﮔﺮﻭﻩ ﺩﻭﻡ‪ ،‬ﺳﻠﺴﻠﻪ ﻫﺎﻱ ﻣﺸﺘﺮﻙ ﺍﻳﺮﺍﻥ ﻭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﻣﻌﺮﻓﻲ ﻧﻤﺎﻳﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻋﻠﻮﻳﺎﻥ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻛﺪﺍﻡ ﮔﺮﻭﻩ ﻭ ﺩﺳﺘﺔ ﺍﺳﻼﻣﻲ ﺑﻮﺩﻧﺪ ﻭﺩﺭ ﻛﺠﺎ ﺣﻜﻮﻣﺖ ﺗﺸﻜﻴﻞ ﺩﺍﺩﻧﺪ؟‬
‫‪ -2‬ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺩﺭ ﻋﻬﺪﻛﺮﻳﻢ ﺧﺎﻥ ﭼﻪ ﺍﻣﺘﻴﺎﺯﻱ ﺭﺍ ﺍﺯ ﺍﻳﺮﺍﻥ ﮔﺮﻓﺘﻨﺪ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬
‫‪ -3‬ﭼﻬﺎﺭ ﺳﻠﺴﻠﺔ ﻣﺸﻬﻮﺭﻱ ﺭﺍ ﻛﻪ ﺑﺮ ﺍﻳﺮﺍﻥ ﺣﻜﻮﻣﺖ ﺭﺍﻧﺪﻧﺪ‪ ،‬ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -4‬ﺑﻌﺪ ﺍﺯ ﻗﺘﻞ ﻧﺎﺩﺭ ﺷﺎﻩ ﺍﻓﺸﺎﺭ ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﺍﻓﺮﺍﺩ ﺯﻳﺮ ﻗﺪﺭﺕ ﺭﺍ ﺩﺭ ﺍﻳﺮﺍﻥ ﺑﻪ ﺩﺳﺖ ﮔﺮﻓﺖ؟‬
‫ﺝ( ﻣﺮﺩ ﺍﻭﻳﺞ‬ ‫ﺏ( ﻛﺮﻳﻢ ﺧﺎﻥ ﺯﻧﺪ‬ ‫ﺍﻟﻒ( ﻣﺤﻤﺪ ﺣﺴﻦ ﺧﺎﻥ ﻗﺎﺟﺎﺭ‬

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 ‫ﺩﺭﺱ ﭘﺎﻧﺰﺩﻫﻢ‬

‫ﻫﻨﺪ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻭ ﺟﺪﻳﺪ‬

‫ﺁﺭﺍﻣﮕﺎﻩ ﻗﻄﺐ ﺍﻟﺪﻳﻦ ﺍﻳﺒﻚ‬

‫ﺩﺭ ﺑﺎﺭﺓ ﺗﺎﺭﻳﺦ ﻛﺸﻮﺭ ﭘﻬﻨﺎﻭﺭ ﻫﻨﺪ ﭼﻪ ﻣﻲ ﺩﺍﻧﻴﺪ؟ ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺑﺎ ﺳﻌﻲ ﻭ ﺗﻼﺵ ﺍﻓﻐﺎﻥ ﻫﺎ‪ ،‬ﺍﺳﻼﻡ ﺩﺭ ﻫﻨﺪ‬
‫ﮔﺴﺘﺮﺵ ﺑﻴﺸﺘﺮﻱ ﻳﺎﻓﺖ؟ ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﺍﻓﻐﺎﻥ ﻫﺎ ﻣﺪﺕ ﻫﺎﻱ ﻃﻮﻻﻧﻲ ﺑﺮ ﻫﻨﺪ ﺣﻜﻮﻣﺖ ﻛﺮﺩﻧﺪ؟‬

‫ﻣﻮﻗﻌﻴﺖ ﺟﻐﺮﺍﻓﻴﺎﺋﻲ ﻫﻨﺪ ‪ ،‬ﺑﻨﮕﻼﺩﺵ ﻭ ﭘﺎﻛﺴﺘﺎﻥ‬

‫ﺳﻪ ﻛﺸﻮﺭ ﻫﻨﺪ‪ ،‬ﭘﺎﻛﺴﺘﺎﻥ ﻭ ﺑﻨﮕﻼﺩﺵ ﺍﻣﺮﻭﺯﻱ ‪ ،‬ﺩﺭ‬

‫ﻗﺪﻳﻢ ﺑﻪ ﻧﺎﻡ ﻭﺍﺣﺪ ﻫﻨﺪ ﻳﺎﺩ ﻣﻲ ﺷﺪﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺩﺭ ﻗﺮﻥ ﺑﻴﺴﺘﻢ ﺍﺯ‬
‫ﻫﻢ ﺟﺪﺍ ﺷﺪﻧﺪ ﻭﻟﻲ ﺩﺭ ﺑﻴﺸﺘﺮ ﺯﻣﺎﻥ ﻫﺎ‪ ،‬ﺗﺎﺭﻳﺦ ﻭ ﺳﺮﻧﻮﺷﺖ‬
‫ﻣﺸﺘﺮﻙ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻳﻦ ﻛﺸﻮﺭ ﻭﺳﻴﻊ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻫﻨﻮﺯ‬
‫ﺗﻮﺳﻂ ﺳﻠﺴﻠﺔ ﮔﻮﭘﺘﺎ ﺍﺩﺍﺭﻩ ﻣﻲ ﺷﺪ‪ .‬ﺣﻜﻮﻣﺖ ﺍﻳﻦ ﺳﻠﺴﻠﻪ ﺗﺎ‬
‫ﺳﺎﻝ ‪ 550‬ﻣﻴﻼﺩﻱ ﺩﺭ ﺷﻤﺎﻝ ﻫﻨﺪﻭﺳﺘﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺷﺖ‪ .‬ﭘﺲ‬
‫ﺍﺯ ﮔﻮﭘﺘﺎﻫﺎ‪ ،‬ﺣﻜﻮﻣﺖ ﻫﺎﻱ ﺯﻳﺎﺩﻱ ﺩﺭ ﺷﻤﺎﻝ ﻫﻨﺪ ﺭﻭﻱ ﻛﺎﺭ‬
‫ﺁﻣﺪﻧﺪ‪ .‬ﻗﺪﺭﺗﻤﻨﺪﺗﺮﻳﻦ ﺍﻳﻦ ﺣﻜﻮﻣﺖ ﻫﺎ ﻳﻔﺘﺎﻟﻴﺎﻥ ﺑﻮﺩﻧﺪ‪ .‬ﺁﻧﺎﻥ‬
‫ﭘﻨﺠﺎﺏ ﺭﺍ ﻣﺮﻛﺰ ﺣﻜﻮﻣﺖ ﺧﻮﻳﺶ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ‪ .‬ﺩﺭ ﻫﻤﻴﻦ ﺣﺎﻝ‬
‫ﺩﺭ ﺟﻨﻮﺏ ﻫﻨﺪ ﺑﻘﺎﻳﺎﻱ ﮔﻮﭘﺘﺎﻫﺎ ﺑﻪ ﺣﻴﺎﺕ ﺧﻮﻳﺶ ﺍﺩﺍﻣﻪ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺍﻳﻨﺎﻥ ﺑﺎ ﺍﻋﺮﺍﺏ‪ ،‬ﺳﺎﻛﻨﺎﻥ ﻣﻨﻄﻘﺔ ﺟﻨﻮﺏ ﺁﺳﻴﺎ ﻭ ﺷﺮﻕ ﻣﻴﺎﻧﻪ ﺩﺍﺩ ﻭ‬

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 ‫ﺳﺘﺪ ﻭ ﺭﻭﺍﺑﻂ ﺗﺠﺎﺭﻱ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻳﻦ ﺭﻭﺍﺑﻂ ﺗﺎ ﻇﻬﻮﺭ ﺍﺳﻼﻡ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺖ‪.‬‬
‫ﻣﺴﻠﻤﺎﻧﺎﻥ ﺑﺎﺭ ﺍﻭﻝ ﺩﺭ ﺳﺎﻝ ‪ 711‬ﻣﻴﻼﺩﻱ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻫﻨﺪ ﺭﺳﺎﻧﻴﺪﻧﺪ‪ .‬ﺁﻧﺎﻥ ﺗﺎ ﻛﻨﺎﺭﻩ ﻫﺎﻱ ﺭﻭﺩ ﺳﻨﺪ‬
‫ﺭﺍ ﺗﺼﺮﻑ ﻛﺮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻣﻨﺎﻃﻖ ﺣﺎﻻ ﺩﺭ ﻛﺸﻮﺭ ﭘﺎﻛﺴﺘﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺯﻣﺎﻥ )ﻗﺮﻥ ﻫﺸﺘﻢ ﻣﻴﻼﺩﻱ(‬
‫ﺗﺎ ﻗﺮﻥ ﻳﺎﺯﺩﻫﻢ ﻣﻴﻼﺩﻱ‪ ،‬ﻫﻨﺪ ﻏﺮﺑﻲ ﺑﺎ ﺟﻬﺎﻥ ﺍﺳﻼﻡ ﺭﻭﺍﺑﻂ ﻧﺰﺩﻳﻜﻲ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻗﺮﻭﻥ ﻣﺒﻠﻐﺎﻥ‬
‫ﺍﺳﻼﻡ‪ ،‬ﺩﻳﻦ ﺁﺳﻤﺎﻧﻲ ﺧﻮﻳﺶ ﺭﺍ ﺩﺭ ﻣﻴﺎﻥ ﻫﻨﺪﻭﺍﻥ ﺗﺒﻠﻴﻎ ﻭ ﺗﺮﻭﻳﺞ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﺯ ﺳﻮﻱ ﺩﻳﮕﺮ ﺩﺭ ﺍﻭﺍﺧﺮ ﻗﺮﻥ ﺩﻫﻢ ﻣﻴﻼﺩﻱ ﺑﺎ ﺗﺴﻠﻂ ﻳﺎﻓﺘﻦ ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﺑﺮ ﭘﻨﺠﺎﺏ‪،‬‬
‫ﺍﺳﻼﻡ ﺩﺭ ﻫﻨﺪ ﺍﺳﺘﺤﻜﺎﻡ ﺑﻴﺸﺘﺮﻱ ﻳﺎﻓﺖ ﻭ ﺭﻳﺸﻪ ﺩﻭﺍﻧﻴﺪ‪ .‬ﻏﻮﺭﻳﺎﻥ ﻧﻴﺰ ﺑﺮ ﻫﻨﺪ ﻓﺮﻣﺎﻥ ﺭﺍﻧﺪﻧﺪ ﻭ ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ‬
‫ﻏﻮﺭﻱ‪ ،‬ﺷﻤﺎﻝ ﻫﻨﺪ ﺭﺍ ﺗﺎ ﻧﺰﺩﻳﻜﻲ ﺭﻭﺩﺧﺎﻧﺔ ﮔﻨﮓ ﻓﺘﺢ ﻛﺮﺩ‪ .‬ﺍﻭ ﺩﻫﻠﻲ ﺭﺍ ﻫﻢ ﮔﺮﻓﺖ ﻭ ﺑﻪ ﻏﻼﻡ ﺗﺮﻙ‬
‫ﺧﻮﺩ ﻗﻄﺐ ﺍﻟﺪﻳﻦ ﺍﻳﺒﻚ ﺩﺍﺩ‪ .‬ﻏﻮﺭﻳﺎﻥ ﺗﺎ ﺑﻨﮕﺎﻝ ﺭﺍ ﺑﻪ ﺗﺼﺮﻑ ﺧﻮﻳﺶ ﺩﺭ ﺁﻭﺭﺩﻧﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﻓﻮﺕ ﺳﻠﻄﺎﻥ ﻣﻌﺰﺍﻟﺪﻳﻦ ﻣﺤﻤﺪ ﻏﻮﺭﻱ ﺍﺑﻦ ﺳﺎﻡ ﺩﺭ ﺳﺎﻝ ‪ 602‬ﻕ )‪ 1206‬ﻣﻴﻼﺩﻱ( ﻗﻄﺐ ﺍﻟﺪﻳﻦ‬
‫ﺍﻳﺒﻚ‪ ،‬ﺧﻮﺩ ﺭﺍ ﭘﺎﺩﺷﺎﻩ ﻣﺴﺘﻘﻞ ﻫﻨﺪﻭﺳﺘﺎﻥ ﻧﺎﻣﻴﺪ‪ .‬ﺍﻭ ﺩﻫﻠﻲ ﺭﺍ ﺑﻪ ﻋﻨﻮﺍﻥ ﭘﺎﻳﺘﺨﺖ ﺧﻮﻳﺶ ﺑﺮﮔﺰﻳﺪ ﻟﺬﺍ ﺑﺎﺯﻣﺎﻧﺪﻩ ﮔﺎﻥ‬
‫ﻭﻱ ﺑﻪ ﻧﺎﻡ ﺳﻼﻃﻴﻦ ﺩﻫﻠﻲ ﻣﺸﻬﻮﺭ ﺷﺪﻧﺪ‪ .‬ﺩﻭﻟﺘﻲ ﻛﻪ ﺍﻳﺒﻚ ﺧﺎﻥ ﺗﺮﻙ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩ ﺗﺎ ﻣﺪﺕ ﻫﺎ ﺑﺮﻫﻨﺪ‬
‫ﺣﻜﻮﻣﺖ ﻧﻤﻮﺩ‪ ،‬ﺣﺘﻲ ﻫﺠﻮﻡ ﻫﺎ ﻭ ﺣﻤﻼﺕ ﺗﻴﻤﻮﺭ ﮔﻮﺭﻛﺎﻥ ﻧﺘﻮﺍﻧﺴﺖ ﺁﻥ ﺭﺍ ﺍﺯ ﭘﺎﻱ ﺩﺭ ﺁﻭﺭﺩ ﻭ ﺁﻧﺎﻥ ﺗﺎ ﺍﻭﺍﺧﺮ‬
‫ﻗﺮﻥ ﺩﻫﻢ ﻫﺠﺮﻱ ﺑﺮ ﻫﻨﺪ ﺣﻜﻮﻣﺖ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﻟﻮﺩﻱ ﻫﺎ ﻭ ﺳﻮﺭﻱ ﻫﺎﻱ ﺍﻓﻐﺎﻥ ﺩﺭ ﻫﻨﺪﻭﺳﺘﺎﻥ‬
‫ﻟﻮﺩﻱ ﻫﺎ ﻭ ﺳﻮﺭﻱ ﻫﺎ ﺍﺻ ً‬
‫ﻼ ﺍﺯ ﺍﻓﻐﺎﻥ ﻫﺎ ﻣﻲ ﺑﺎﺷﻨﺪ‪ .‬ﻣﻲ ﺩﺍﻧﻴﻢ ﻛﻪ ﺳﺎﺑﻘﺔ ﺣﻀﻮﺭ ﺍﻓﻐﺎﻥ ﻫﺎ ﺩﺭ ﻫﻨﺪ ﺑﻪ‬
‫ﺯﻣﺎﻥ ﻫﺎﻱ ﻗﺪﻳﻤﻲ ﻣﻲ ﺭﺳﺪ‪ .‬ﺁﻧﺎﻥ ﺩﺭ ﻟﺸﻜﺮﻛﺸﻲ ﻫﺎﻱ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺑﻪ ﻫﻨﺪ ﺷﺮﻛﺖ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺟﻤﻌﻴﺖ ﺁﻧﺎﻥ ﺩﺭ‬
‫ﻫﻨﺪ ﻓﺰﻭﻧﻲ ﻳﺎﻓﺘﻪ ﻭ ﺑﻪ ﻳﻜﻲ ﺍﺯ ﮔﺮﻭﻩ ﻫﺎﻱ ﻣﻬﻢ ﺍﺟﺘﻤﺎﻋﻲ ﺩﺭ ﺁﻥ ﻛﺸﻮﺭ ﺗﺒﺪﻳﻞ ﺷﺪﻧﺪ‪.‬‬

‫ﻧﻤﻮﻧﺔ ﺍﺯ ﻫﻨﺮ ﻣﻌﻤﺎﺭﻯ ﺍﺳﻼﻣﻰ ﺩﺭ ﻫﻨﺪ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﻧﺨﺴﺘﻴﻦ ﺷﺨﺺ ﺍﺯ ﺍﻓﻐﺎﻧﺎﻥ ﻛﻪ ﺩﺭ ﻫﻨﺪ ﺣﻜﻮﻣﺖ ﺗﺸﻜﻴﻞ ﺩﺍﺩ‪ ،‬ﺑﻬﻠﻮﻝ ﻟﻮﺩﻱ ﻧﺎﻡ ﺩﺍﺷﺖ‪ .‬ﺍﻭ ﺩﺭ ﺳﺎﻝ ‪855‬‬
‫ﻕ ‪1451/‬ﻡ ﺣﻜﻮﻣﺖ ﺩﻫﻠﻲ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﺣﻜﻮﻣﺘﻲ ﻛﻪ ﺑﻬﻠﻮﻝ ﻟﻮﺩﻱ ﺗﺸﻜﻴﻞ ﺩﺍﺩ‪ ،‬ﭘﺲ ﺍﺯ ﺍﻭ ﺗﻮﺳﻂ‬
‫ﻓﺮﺯﻧﺪﺵ ﺳﻠﻄﺎﻥ ﺳﻜﻨﺪﺭﻟﻮﺩﻱ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﺍﻭ ﻗﺪﺭﺕ ﺍﻓﻐﺎﻥ ﻫﺎ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺖ ﻭ ﺩﻳﻦ‬
‫ﺍﺳﻼﻡ ﺗﻮﺳﻌﺔ ﺯﻳﺎﺩﻱ ﻧﻤﻮﺩ‪ .‬ﺍﻣﺎ ﺩﺭ ﺯﻣﺎﻥ ﺳﻠﻄﺎﻥ ﺍﺑﺮﺍﻫﻴﻢ‪ ،‬ﻓﺮﺯﻧﺪ ﺳﻠﻄﺎﻥ ﺳﻜﻨﺪﺭﻟﻮﺩﻱ‪ ،‬ﻣﻴﺎﻥ ﺍﻓﻐﺎﻥ ﻫﺎ ﺩﺭ ﻫﻨﺪ‬
‫ﺍﺧﺘﻼﻑ ﻭ ﭼﻨﺪ ﺩﺳﺘﻪ ﮔﻲ ﺍﻳﺠﺎﺩ ﺷﺪ ﺯﻳﺮﺍ ﺳﻠﻄﺎﻥ ﺍﺑﺮﺍﻫﻴﻢ ﻣﺮﺩﻱ ﻣﺘﻜﺒﺮ ﻭ ﻣﻐﺮﻭﺭ ﺑﻮﺩ‪ .‬ﺑﺎﺑﺮ ﺷﺎﻩ ﻛﻪ ﺍﺯ ﻧﻮﺍﺩﮔﺎﻥ‬
‫ﺗﻴﻤﻮﺭ ﮔﻮﺭﻛﺎﻧﻲ ﺑﻮﺩ ﻭ ﺩﺭ ﺍﻳﻦ ﺍﻳﺎﻡ ﻛﺎﺑﻞ ﺭﺍ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺩﺍﺷﺖ ﺍﺯ ﺍﻳﻦ ﻭﺿﻌﻴﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ ﻭ ﺑﻪ ﻫﻨﺪﻭﺳﺘﺎﻥ‬
‫ﻟﺸﻜﺮ ﻛﺸﻴﺪ‪ .‬ﺩﺭ ﺟﺮﻳﺎﻥ ﺣﻤﻼﺕ ﺍﻭ ﺳﻠﻄﺎﻥ ﺍﺑﺮﺍﻫﻴﻢ ﻟﻮﺩﻱ ﻭ ﺷﻤﺎﺭ ﺯﻳﺎﺩﻱ ﺍﺯ ﺍﻓﻐﺎﻥ ﻫﺎ ﻛﺸﺘﻪ ﺷﺪﻧﺪ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﻭﻓﺎﺕ ﺑﺎﺑﺮ‪ ،‬ﺍﻓﻐﺎﻥ ﻫﺎ ﺑﺎﺭﺩﻳﮕﺮ ﺣﺮﻛﺖ ﺍﺳﺘﻘﻼﻝ ﻃﻠﺒﺎﻧﺔ ﺷﺎﻥ ﺭﺍ ﺁﻏﺎﺯ ﻛﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻓﻌﻪ ﻓﺮﻳﺪ ﺳﻮﺭﻱ‬
‫ﻛﻪ ﺑﻪ ﻧﺎﻡ ﺷﻴﺮﺷﺎﻩ ﻣﺸﻬﻮﺭ ﺷﺪ‪ ،‬ﻧﻴﺮﻭﻫﺎﻱ ﻫﻤﺎﻳﻮﻥ ﮔﻮﺭﻛﺎﻧﻲ ﻓﺮﺯﻧﺪ ﺑﺎﺑﺮ ﺭﺍ ﺩﺭ ﺳﺎﻝ ‪ 946‬ﻕ‪1540/‬ﻡ‬
‫ﺷﻜﺴﺖ ﺩﺍﺩ‪ .‬ﺷﻴﺮ ﺷﺎﻩ ﭘﺲ ﺍﺯ ﺍﻳﻦ ﻭﻗﺎﻳﻊ‪ ،‬ﺑﺮ ﺩﻫﻠﻲ ﻭ ﺗﻮﺍﺑﻊ ﺁﻥ ﺗﺴﻠﻂ ﻳﺎﻓﺖ‪ .‬ﻭﻱ ﻫﻤﭽﻨﻴﻦ ﺑﻴﺸﺘﺮ ﺷﻬﺮﻫﺎﻱ ﻫﻨﺪ‬
‫ﺭﺍ ﮔﺮﻓﺖ‪ .‬ﺍﻭ ﻣﺮﺩﻱ ﻓﺮﻫﻨﮓ ﭘﺮﻭﺭ ﻭ ﻋﻠﻢ ﺩﻭﺳﺖ ﺑﻮﺩ‪.‬‬
‫ﺷﻴﺮﺷﺎﻩ ﺩﺭ ﺳﺎﻝ ‪ 952‬ﻕ‪1545/‬ﻡ ﻭﻓﺎﺕ ﻳﺎﻓﺖ ﻭ ﺳﻠﻄﻨﺖ‬
‫ﺩﻫﻠﻲ ﺑﻪ ﻓﺮﺯﻧﺪﺍﻧﺶ ﺭﺳﻴﺪ؛ ﺍﻣﺎ ﻧﻈﻢ ﻭ ﺍﻧﻀﺒﺎﻁ ﺩﻭﺭﺓ‬
‫ﺷﻴﺮﺷﺎﻩ ﺳﻮﺭﻱ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ‪ .‬ﻫﻤﺎﻳﻮﻥ‪ ،‬ﭘﺎﺩﺷﺎﻩ ﻣﺨﻠﻮﻉ‬
‫ﮔﻮﺭﻛﺎﻧﻲ ﺍﺯ ﺍﻳﻦ ﻭﺿﻌﻴﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻛﺮﺩ ﻭ ﺑﺎ ﻛﻤﻚ ﺻﻔﻮﻳﺔ‬
‫ﺍﻳﺮﺍﻥ ﺩﺭ ﺳﺎﻝ ‪ 962‬ﻕ‪1555/‬ﻡ ﻗﺪﺭﺕ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ .‬ﺑﻪ‬
‫ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﺩﻭﺭﺓ ﺣﻜﻤﺮﺍﻧﻲ ﺍﻓﻐﺎﻥﻫﺎ ﺑﺮ ﻫﻨﺪ ﻧﻴﺰ ﭘﺎﻳﺎﻥ ﻳﺎﻓﺖ‪.‬‬

‫ﺣﻜﻮﻣﺖ ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﺩﺭ ﻫﻨﺪ‬

‫ﺩﺭﺑﺎﺭﺓ ﺣﻜﻮﻣﺖ ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﻳﺎ ﻣﻐﻮﻻﻥ ﻫﻨﺪ ﭘﻴﺸﺘﺮ‬
‫ﻧﻴﺰ ﺑﺤﺚ ﻛﺮﺩﻳﻢ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺣﻜﻤﺮﺍﻧﻲ ﺁﻧﻬﺎ‪ ،‬ﻭﺣﺪﺕ‬
‫ﺳﻴﺎﺳﻲ ﻫﻨﺪ ﺗﺄﻣﻴﻦ ﺷﺪ ﻭ ﺁﻥ ﻛﺸﻮﺭ ﺑﻪ ﭘﻴﺸﺮﻓﺖ ﻫﺎﻱ‬
‫ﺯﻳﺎﺩﻱ ﺩﺳﺖ ﻳﺎﻓﺖ‪.‬‬
‫ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺑﻨﺎﻫﺎ ﻭ ﺁﺛﺎﺭ ﺯﻳﺒﺎﻱ ﻫﻨﺪ ﻣﺮﺑﻮﻁ ﺑﻪ ﻫﻤﻴﻦ‬
‫ﺩﻭﺭﻩ ﺍﺳﺖ‪ .‬ﺍﻭﺝ ﺷﻜﻮﻓﺎﻳﻲ ﺣﻜﻮﻣﺖ ﺍﻳﺸﺎﻥ ﺩﺭ ﺯﻣﺎﻥ‬
‫ﺍﻛﺒﺮ ﭘﺎﺩﺷﺎﻩ ﺭﺥ ﺩﺍﺩ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺍﻭ ﻫﻨﺪ ﺍﺯ ﻧﻈﺎﻡ ﺍﺩﺍﺭﻱ‬
‫ﺧﻮﺑﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺷﺪ ﻭ ﻳﻚ ﻧﻮﻉ ﺍﺗﺤﺎﺩ ﺑﻴﻦ ﺍﻗﻮﺍﻡ ﻭ‬
‫ﻣﺬﺍﻫﺐ ﺩﺭ ﺁﻥ ﻛﺸﻮﺭ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ؛ ﺍﻣﺎ ﺍﻳﻦ ﻭﺿﻌﻴﺖ‬
‫ﺩﺭ ﺍﻭﺍﺧﺮ ﺩﻭﺭﺓ ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻲ ﮔﻮﺭﻛﺎﻧﻴﺎﻥ ﺗﻐﻴﻴﺮ ﻛﺮﺩ‪ .‬ﺑﻪ‬
‫ﻣﺴﺠﺪ ﺷﺎﻩ ﺟﻬﺎﻥ‬

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 ‫ﺧﺼﻮﺹ ﺩﺭ ﺭﻭﺯﮔﺎﺭ ﺍﻭﺭﻧﮓ ﺯﻳﺐ )‪ 1658-1707‬ﻡ( ﻧﺸﺎﻧﻪ ﻫﺎﻱ ﺑﻲ ﺛﺒﺎﺗﻲ ﻭ ﺿﻌﻒ ﻣﺸﺎﻫﺪﻩ ﺷﺪ‪ .‬ﺍﻭﺭﻧﮓ‬
‫ﺯﻳﺐ ﭘﺪﺭﺵ ﺭﺍ ﺯﻧﺪﺍﻧﻲ ﺳﺎﺧﺖ ﻭ ﺳﻪ ﺑﺮﺍﺩﺭﺵ ﺭﺍ ﺍﺯ ﻛﺎﺭ ﺑﺮﻛﻨﺎﺭ ﻛﺮﺩ‪ .‬ﺟﺎﻧﺸﻴﻨﺎﻥ ﺍﻭﺭﻧﮓ ﺯﻳﺐ ﺗﻮﺍﻥ ﺍﺩﺍﺭﺓ‬
‫ﻗﻠﻤﺮﻭ ﮔﻮﺭﻛﺎﻧﻲ ﺭﺍ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ‪ ،‬ﻗﺪﺭﺕ ﻫﺎﻱ ﻣﺤﻠﻲ ﺳﻴﻚ‪ ،‬ﻫﻨﺪﻭ ﻭ ﻣﺴﻠﻤﺎﻥ ﺳﺮ ﺑﺮﺁﻭﺭﺩﻧﺪ‬
‫ﻭ ﻫﻨﺪ ﺑﻪ ﺳﻮﻱ ﺗﺠﺰﻳﻪ ﭘﻴﺶ ﺭﻓﺖ‪ .‬ﺍﻳﻦ ﻭﺿﻌﻴﺖ ﺑﻪ ﻧﻔﻊ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺗﻤﺎﻡ ﺷﺪ‪ .‬ﺑﻪ ﺧﺼﻮﺹ ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺑﺎ‬
‫ﺷﻜﺴﺖ ﺩﺍﺩﻥ ﻗﻮﺍﻱ ﺩﻭﻟﺖ ﮔﻮﺭﻛﺎﻧﻲ ﺩﺭ ﺟﻨﮓ ﭘﻼﺳﻲ ﺩﺭ ﺳﺎﻝ ‪ 1757‬ﻣﻴﻼﺩﻱ ﺗﻤﺎﻡ ﺍﻣﻮﺭ ﻫﻨﺪ ﺭﺍ ﻗﺒﻀﻪ‬
‫ﻛﺮﺩﻧﺪ ﻭ ﺩﻭﻟﺖ ﮔﻮﺭﻛﺎﻧﻲ ﻣﻄﻴﻊ ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺷﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻫﻨﺪ ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﺍﺳﻴﺮ ﺯﻧﺠﻴﺮ ﺍﻧﮕﻠﻴﺲ ﻫﺎ‬
‫ﺑﻮﺩ ﻗﺪﻡ ﺑﻪ ﺗﺎﺭﻳﺦ ﻣﻌﺎﺻﺮﺵ ﮔﺬﺍﺷﺖ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﮔﺮﺩﻧﺪ‪ .‬ﮔﺮﻭﻩ ﺍﻭﻝ ﺩﺭﺑﺎﺭﺓ ﺳﺎﺑﻘﺔ ﺣﻀﻮﺭ ﺍﺳﻼﻡ ﺩﺭ ﻫﻨﺪ ﺑﺤﺚ ﻛﻨﺪ‬
‫ﻭ ﮔﺮﻭﻩ ﺩﻭﻡ‪ ،‬ﺳﺎﺑﻘﺔ ﺣﻀﻮﺭ ﺍﻓﻐﺎﻥ ﻫﺎ ﺭﺍ ﺑﻴﺎﻥ ﺩﺍﺭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﻫﺮ ﺩﻭ ﮔﺮﻭﻩ ﺑﻪ ﺻﻮﺭﺕ ﻣﺸﺘﺮﻙ‬
‫ﭘﻨﺠﺎﺏ ﻭ ﺩﻫﻠﻲ ﺭﺍ ﺑﺮ ﺭﻭﻱ ﻧﻘﺸﻪ ﻣﺸﺨﺺ ﺳﺎﺯﻧﺪ ﻭ ﺑﮕﻮﻳﻨﺪ ﻛﻪ ﺍﻳﻦ ﺩﻭ ﺷﻬﺮ ﺗﻮﺳﻂ ﻛﺪﺍﻡ ﭘﺎﺩﺷﺎﻫﺎﻥ‬
‫ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺑﻪ ﺗﺼﺮﻑ ﺩﺭﺁﻣﺪﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻫﻨﺪ ﺟﻨﻮﺑﻲ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ‪ ،‬ﺑﻴﺸﺘﺮ ﺑﺎ ﻛﺪﺍﻡ ﻣﻨﺎﻃﻖ ﺁﺳﻴﺎ ﺭﻭﺍﺑﻂ ﺗﺠﺎﺭﻱ ﺩﺍﺷﺖ؟‬
‫‪ -2‬ﻣﺴﻠﻤﺎﻧﺎﻥ‪ ،‬ﺑﺎﺭ ﺍﻭﻝ ﺩﺭ ﻛﺪﺍﻡ ﺳﺎﻝ ﺑﺎ ﻫﻨﺪ ﺗﻤﺎﺱ ﮔﺮﻓﺘﻨﺪ؟‬
‫‪ -3‬ﺟﺎﻫﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮ ﻛﻨﻴﺪ‪.‬‬
‫ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ ﻏﻮﺭﻱ ﺷﻬﺮ ‪ .........‬ﺩﺭ ﻫﻨﺪ ﺭﺍ ﮔﺮﻓﺖ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ‪ .................‬ﺳﭙﺮﺩ‪.‬‬
‫‪ -4‬ﮔﺰﻳﻨﺔ ﺻﺤﻴﺢ ﺭﺍ ﺑﺎ ﻋﻼﻣﺖ × ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪.‬‬
‫ﺩﻭ ﻧﻔﺮ ﺍﺯ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻣﻬﻢ ﺍﻓﻐﺎﻥ ﺩﺭﻫﻨﺪ ﻋﺒﺎﺭﺗﻨﺪ ﺍﺯ‪:‬‬
‫ﺍﻟﻒ( ﻗﻄﺐ ﺍﻟﺪﻳﻦ ﺍﻳﺒﻚ ﻭ ﺳﻠﻄﺎﻥ ﺑﻬﻠﻮﻝ ﻟﻮﺩﻱ ﺏ( ﺳﻠﻄﺎﻥ ﻣﺤﻤﺪ ﻏﻮﺭﻱ ﻭ ﺷﻴﺮﺷﺎﻩ ﺳﻮﺭﻱ‬
‫ﺝ( ﺳﻠﻄﺎﻥ ﺑﻬﻠﻮﻝ ﻟﻮﺩﻱ ﻭ ﺷﻴﺮ ﺷﺎﻩ ﺳﻮﺭﻱ ﺩ(ﺳﻠﻄﺎﻥ ﻣﺤﻤﻮﺩ ﻏﺰﻧﻮﻱ ﻭ ﺳﻠﻄﺎﻥ ﺳﻜﻨﺪﺭﻟﻮﺩﻱ‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻫﻤﻜﺎﺭﻱ ﻭﺍﻟﺪﻳﻦ ﺷﺎﻥ‪ ،‬ﻣﻌﻠﻮﻣﺎﺗﻲ ﺭﺍ ﺩﺭﺑﺎﺭﺓ ﺩﻭ ﺧﺎﻧﺪﺍﻥ ﻟﻮﺩﻱ ﻭ ﺳﻮﺭﻱ ﺩﺭ ﻫﻨﺪ‬
‫ﻓﺮﺍﻫﻢ ﺁﻭﺭﻧﺪ ﻭ ﺩﺭ ﺻﻨﻒ ﺍﺭﺍﺋﻪ ﺩﺍﺭﻧﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﺷﺎﻧﺮﺩﻫﻢ‬

‫ﺭﻭﺳﻴﻪ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬

‫ﻛﺎﺗﺮﻳﻦ ﻛﺒﻴﺮ‬ ‫ﭘﻄﺮ ﻛﺒﻴﺮ‬

‫ﺩﺭﺑﺎﺭﺓ ﺗﺎﺭﻳﺦ ﺭﻭﺳﻴﻪ ﭼﻪ ﻣﻰ ﺩﺍﻧﻴﺪ؟ ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﭘﻄﺮﻛﺒﻴﺮ ﻭ ﻛﺎﺗﺮﻳﻦ ﻛﺒﻴﺮ ﺍﺯ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻣﻬﻢ ﺭﻭﺳﻴﻪ ﺑﻮﺩﻧﺪ؟‬

‫ﺍﻗﻮﺍﻡ ﻧﻮﺭﻣﻦ ﻫﺎ ﻛﻪ ﺩﺭ ﺳﻮﻳﺪﻥ ﺯﻧﺪﻩﮔﻰ ﻣﻰ ﻛﺮﺩﻧﺪ‪ ،‬ﺩﺭ ﻗﺮﻥ ﻧﻬﻢ ﻣﻴﻼﺩﻯ ﺑﻪ ﻃﺮﻑ ﺭﻭﺳﻴﻪ ﺣﻤﻠﻪ‬
‫ﻛﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﺍﻗﻮﺍﻡ ﺍﺳﻼﻭ ﺯﻧﺪﻩ ﮔﻰ ﺍﺑﺘﺪﺍﻳﻰ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﺗﻤﺎﻡ ﻗﻠﻤﺮﻭ ﺍﺳﻼﻭﻫﺎ ﺭﺍ ﺗﺼﺮﻑ ﻧﻤﻮﺩﻩ ﻭ‬
‫ﺷﻬﺮ ﻛﻴﻒ ﺭﺍ ﺑﺤﻴﺚ ﻣﺮﻛﺰ ﺧﻮﻳﺶ ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻧﺪ‪ .‬ﺁﻫﺴﺘﻪ ﺁﻫﺴﺘﻪ ﺭﻭﺍﺑﻂ ﺗﺠﺎﺭﺗﻰ ﺷﺎﻥ ﺭﺍ ﺑﺎ ﺗﺮﻛﻴﻪ ﺍﻣﺮﻭﺯﻯ‬
‫ﻭ ﻋﺮﺍﻕ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻨﺪ ﺁﻧﺎﻥ ﺍﺯ ﺩﻳﻦ ﻋﻴﺴﻮﻯ ﭘﻴﺮﻭﻯ ﻣﻰ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﻗﺮﻥ ﺳﻴﺰﺩﻫﻢ ﻣﻴﻼﺩﻯ ﺭﻭﺳﻴﻪ ﻧﻴﺰ ﻣﻮﺭﺩ ﺣﻤﻼﺕ ﻣﻐﻮﻝ ﻫﺎ ﻗﺮﺍﺭ ﮔﺮﻓﺖ‪ .‬ﻣﻐﻮﻟﻬﺎ ﻣﺪﺕ ‪ 250‬ﺳﺎﻝ ﺩﺭ ﺭﻭﺳﻴﻪ‬
‫ﺑﺎﻗﻰ ﻣﺎﻧﺪﻧﺪ‪ ،‬ﺁﻥ ﻫﺎ ﺷﻬﺰﺍﺩﻩ ﮔﺎﻥ ﺭﻭﺳﻴﻪ ﺭﺍ ﺗﺤﺖ ﻓﺸﺎﺭ ﻣﺎﻟﻰ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ‪ ،‬ﺷﻬﺰﺍﺩﮔﺎﻥ ﺭﻭﺳﻴﻪ ﻣﺠﺒﻮﺭ ﺷﺪﻧﺪ ﺗﺎ‬
‫ﺍﺯ ﻣﺮﺩﻡ ﻣﺎﻟﻴﺎﺕ ﺟﻤﻊ ﺁﻭﺭﻯ ﻛﺮﺩﻩ ﻭ ﺑﺮﺍﻯ ﺧﺎﻥ ﻫﺎﻯ ﻣﻐﻮﻝ ﺍﺭﺳﺎﻝ ﻛﻨﻨﺪ ﺍﻣﺎ ﻋﺎﻗﺒﺖ‪ ،‬ﻳﻜﻰ ﺍﺯ ﺷﻬﺰﺍﺩﻩ ﮔﺎﻥ ﺭﻭﺳﻴﻪ‬
‫ﺑﻨﺎﻡ ﺍﻳﻮﺍﻥ ﺳﻮﻡ ﺍﺯ ﭘﺮﺩﺍﺧﺘﻦ ﻣﺎﻟﻴﻪ ﺑﻪ ﻣﻐﻮﻝ ﻫﺎ ﺧﻮﺩﺩﺍﺭﻯ ﻛﺮﺩ‪ .‬ﻭﻯ ﺳﭙﺎﻫﻰ ﺁﻣﺎﺩﻩ ﻛﺮﺩ ﻭ ﭼﻨﺪﻳﻦ ﺷﻬﺮ ﺭﺍ ﺍﺯ‬
‫ﻣﻐﻮﻝ ﻫﺎ ﺗﺼﺮﻑ ﻧﻤﻮﺩ‪ .‬ﺍﻳﻮﺍﻥ ﺩﺍﻣﻨﻪ ﻣﺘﺼﺮﻓﺎﺕ ﺧﻮﻳﺶ ﺭﺍ ﮔﺴﺘﺮﺵ ﺩﺍﺩ‪ ،‬ﻭﻗﺘﻰ ﺩﺭ ﺳﺎﻝ ‪1486‬ﻡ ﻣﻐﻮﻝ ﻫﺎ ﺧﺎﻙ‬
‫ﺭﻭﺳﻴﻪ ﺭﺍ ﺗﺮﻙ ﻧﻤﻮﺩﻧﺪ ﺍﻭ ﺑﻪ ﻃﻮﺭ ﻛﺎﻣﻞ ﺑﺮ ﺭﻭﺳﻴﻪ ﺗﺴﻠﻂ ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﻗﺮﻥ ﻫﻔﺪﻫﻢ ﻣﻴﻼﺩﻯ ﺳﻠﻄﻨﺖ ﺭﻭﺳﻴﻪ ﺑﻪ ﺧﺎﻧﺪﺍﻥ‬
‫ﺭﻭﻣﺎﻧﻮﻑ ﺭﺳﻴﺪ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺍﻳﻦ ﺧﺎﻧﺪﺍﻥ ﺭﻭﺳﻴﻪ ﭘﻴﺸﺮﻭﻯ ﺑﻪ ﺳﻮﻯ ﻏﺮﺏ ﺭﻭﺳﻴﻪ )ﺍﺭﻭﭘﺎ( ﺭﺍ ﺁﻏﺎﺯ ﻛﺮﺩ ﻭ ﺣﺘﻰ ﺑﺎ‬
‫ﻟﻬﺴﺘﺎﻥ)ﭘﻮﻟﻨﺪ( ﻭ ﺩﻳﮕﺮ ﻣﻨﺎﻃﻖ ﺍﺭﻭﭘﺎﻳﻰ ﺩﺭﮔﻴﺮ ﺟﻨﮓ ﺷﺪﻧﺪ‪.‬‬

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 ‫ﺳﻠﻄﻨﺖ ﭘﻄﺮ ﻛﺒﻴﺮ‬
‫ﭘﻄﺮ ﻛﺒﻴﺮ ﺍﺯ ﺧﺎﻧﺪﺍﻥ ﺭﻭﻣﺎﻧﻒ ﺑﻮﺩ‪ ،‬ﻫﻤﻴﻦ ﻛﻪ ﺑﻪ ﺳﻠﻄﻨﺖ ﺭﺳﻴﺪ‪،‬ﻛﻮﺷﻴﺪ ﺗﺎ ﺭﻭﺳﻴﻪ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻳﻚ‬
‫ﻛﺸﻮﺭ ﻛﺎﻣ ً‬
‫ﻼ ﺍﺭﻭﭘﺎﻳﻰ ﺩﺭ ﺁﻭﺭﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﺳﻔﺮ ﻛﻮﺗﺎﻩ ﻣﺪﺗﻰ ﺑﻪ ﻛﺸﻮﺭﻫﺎﻯ ﺍﺭﻭﭘﺎﻳﻰ ﻛﺮﺩ‪ ،‬ﺗﺎ ﺑﺎ ﺁﺩﺍﺏ‬
‫ﻭ ﺭﺳﻮﻡ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺁﺷﻨﺎﻳﻰ ﭘﻴﺪﺍ ﻧﻤﺎﻳﺪ‪ .‬ﻭﻯ ﺑﺎ ﺧﺎﻃﺮﺍﺕ ﺧﻮﻳﺶ ﺑﻪ ﺭﻭﺳﻴﻪ ﺑﺎﺯﮔﺸﺖ ﻧﻤﻮﺩ ﻭ ﺩﺳﺖ ﺑﻪ ﻳﻚ‬
‫ﺳﻠﺴﻠﻪ ﺍﺻﻼﺣﺎﺕ ﺯﺩ‪ .‬ﺩﺭ ﻗﺪﻡ ﻧﺨﺴﺖ ﺍﻭ ﺑﻪ ﺗﻤﺎﻡ ﺍﺗﺒﺎﻉ ﺭﻭﺳﻴﻪ ﺍﻋﻼﻥ ﻧﻤﻮﺩ ﺗﺎ ﺑﻪ ﺳﺒﻚ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﻟﺒﺎﺱ‬
‫ﺑﭙﻮﺷﻨﺪ‪ ،‬ﺭﻳﺶ ﺧﻮﺩ ﺭﺍ ﺑﺘﺮﺍﺷﻨﺪ ﻭ ﺟﺎﻣﻪ ﻫﺎﻯ ﺧﻮﻳﺶ ﺭﺍ ﻛﻮﺗﺎﻩ ﻧﻤﺎﻳﻨﺪ! ﺑﻌﺪﺍ ً ﻣﻜﺎﺗﺐ ﻭ ﺷﻔﺎﺧﺎﻧﻪ ﻫﺎ ﺭﺍ‬
‫ﺍﻋﻤﺎﺭ ﻛﺮﺩ‪.‬‬
‫ﺍﺷﺨﺎﺻﻰ ﻛﻪ ﺑﺎ ﺳﻴﺎﺳﺖ ﺍﻭ ﻣﺨﺎﻟﻔﺖ ﻣﻰﻛﺮﺩﻧﺪ ﺍﻋﺪﺍﻡ ﻭ ﻳﺎ ﻫﻢ ﺁﻧﻬﺎ ﺍﺯ ﻛﺸﻮﺭ ﺍﺧﺮﺍﺝ ﻣﻰﺷﺪﻧﺪ‪ .‬ﺣﺘﻰ‬
‫ﺩﺭ ﺗﻄﺒﻴﻖ ﺳﻴﺎﺳﺖ ﺍﺯ ﻛﺸﺘﻦ ﻓﺮﺯﻧﺪﺵ ﺍﻧﻜﺎﺭ ﻧﻜﺮﺩ‪.‬ﺳﻴﺎﺳﺖ ﺗﻮﺳﻌﻪ ﻃﻠﺒﻰ ﺭﻭﺳﻴﻪ ﺍﺩﺍﻣﻪ ﭘﻴﺪﺍ ﻛﺮﺩ‪ ،‬ﺗﺎ ﺍﻳﻦ‬
‫ﻛﻪ ﺭﻭﺳﻴﻪ ﻭ ﻛﺸﻮﺭ ﺳﻮﻳﺪﻥ ﺩﺭﮔﻴﺮ ﺟﻨﮓ ﺷﺪﻧﺪ‪ ،‬ﭘﻄﺮ ﻛﺒﻴﺮ ﺑﺎ ﻳﻚ ﺣﻤﻠﻪ ﻧﻈﺎﻣﻰ ﺳﻮﻳﺪﻥ ﺭﺍ ﺷﻜﺴﺖ ﺩﺍﺩ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﺍﻳﻦ ﺣﺎﺩﺛﻪ ﭘﻄﺮﻛﺒﻴﺮ ﺑﻪ ﻓﻜﺮ ﺗﺄﺳﻴﺲ ﻳﻚ ﺷﻬﺮ ﺗﺎﺯﻩ ﺩﺭ ﻃﺮﻑ ﻏﺮﺏ ﺭﻭﺳﻴﻪ ﺷﺪ‪ ،‬ﺍﻛﻨﻮﻥ ﺍﻳﻦ ﺷﻬﺮ‬
‫ﭘﺘﺮﺯﺑﻮﺭگ ﻧﺎﻡ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺍﻭﺍﺧﺮ ﻗﺮﻥ ﻫﺠﺪﻫﻢ ﻛﺸﻮﺭ ﺭﻭﺳﻴﻪ ﺑﻪ ﺍﻭﺝ ﻗﺪﺭﺕ ﺧﻮﺩ ﺭﺳﻴﺪ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ‬
‫ﻛﺎﺗﺮﻳﻦ ﻛﺒﻴﺮ ﺑﺮ ﺭﻭﺳﻴﻪ ﺣﻜﻤﺮﻭﺍﻳﻰ ﻣﻰﻛﺮﺩ ﺍﻭ ﺑﻴﺸﺘﺮ ﺗﻮﺟﻪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻋﻠﻢ ﻭ ﻫﻨﺮ ﻣﺒﺬﻭﻝ ﺩﺍﺷﺖ‪ .‬ﻫﻤﭽﻨﺎﻥ‬
‫ﺁﺭﺯﻭﻯ ﺭﻭﺳﻴﻪ ﺑﺰﺭگ ﺭﺍ ﺩﺭ ﺳﺮ ﺩﺍﺷﺖ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ ﺟﻬﺖ ﻗﺴﻤﺘﻰ ﺍﺯ ﻟﻬﺴﺘﺎﻥ ﺭﺍ ﺗﺼﺮﻑ ﻧﻤﻮﺩ‪ .‬ﺳﭙﺲ ﺷﺒﻪ‬
‫ﺟﺰﻳﺮﺓ ﻛﺮﻳﻤﻪ ﺩﺭ ﺗﺮﻛﻴﻪ ﺍﻣﺮﻭﺯﻯ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﺩ ﻭ ﺳﻠﻄﺎﻥ ﻋﺜﻤﺎﻧﻰ ﺭﺍ ﻣﺠﺒﻮﺭ ﺳﺎﺧﺖ ﺗﺎ ﺍﺟﺎﺯﻩ ﺩﻫﺪ‬
‫ﻛﺸﺘﻰ ﻫﺎﻯ ﺭﻭﺳﻴﻪ ﺑﻪ ﺑﺤﻴﺮﺓ ﺳﻴﺎﻩ ﺭﻓﺖ ﻭ ﺁﻣﺪ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻣﻨﻈﻮﺭ ﻛﺸﺘﻰ ﻫﺎﻯ ﺧﻮﻳﺶ ﺭﺍ ﺩﺭ ﺑﺤﻴﺮﺓ ﺳﻴﺎﻩ‬
‫ﺟﺎﺑﺠﺎ ﻧﻤﻮﺩ‪.‬‬

‫ﻓﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺳﻪ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪ .‬ﮔﺮﻭﻩ ﺍﻭﻝ ﺩﺭﺑﺎﺭﺓ ﺣﻤﻼﺕ ﻣﻐﻮﻝ ﻫﺎ ﻭ ﺑﺮﺧﻮﺭﺩ ﺁﻧﺎﻥ ﺑﺎ ﺷﻬﺰﺍﺩﻩﮔﺎﻥ‬
‫ﺭﻭﺳﻴﻪ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﮔﺮﻭپ ﺩﻭﻡ ﺩﺭ ﻣﻮﺭﺩ ﺳﻠﻄﻨﺖ ﭘﻄﺮ ﻛﺒﻴﺮ ﺑﻪ ﺑﺤﺚ ﺑﭙﺮﺩﺍﺯﻧﺪ ﻭ ﮔﺮﻭپ ﺳﻮﻡ ﺩﺭ ﻣﻮﺭﺩ‬
‫ﺳﻠﻄﻨﺖ ﻛﺎﺗﺮﻳﻦ ﻛﺒﻴﺮ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﻧﻤﻮﺩﻩ ﻧﺘﻴﺠﻪ ﺭﺍ ﻧﻤﺎﻳﻨﺪﻩ ﻫﺎﻯ ﮔﺮﻭپ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﺭﺑﺎﺭﺓ ﺣﻤﻠﻪ ﻗﻮﻡ ﻧﻮﺭﻣﻦ ﺑﻪ ﺭﻭﺳﻴﻪ ﻭ ﺭﻭﺍﺑﻂ ﺗﺠﺎﺭﺗﻰ ﺷﺎﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻫﻴﺪ؟‬
‫‪ -2‬ﺭﻭﺍﺑﻂ ﻣﻐﻮﻝ ﻫﺎ ﻭ ﺷﻬﺰﺍﺩﻩﮔﺎﻥ ﺭﻭﺳﻴﻪ ﭼﻄﻮﺭ ﺑﻮﺩ؟‬
‫‪ -3‬ﺩﺭ ﻣﻮﺭﺩ ﺳﻔﺮ ﭘﻄﺮﻛﺒﻴﺮ ﺑﻪ ﺍﺭﻭﭘﺎ ﻭ ﺍﺻﻼﺣﺎﺕ ﺍﻭ ﭼﻨﺪ ﺳﻄﺮ ﺑﻨﻮﻳﺴﻴﺪ؟‬
‫‪ -4‬ﭼﺮﺍ ﺟﻨﮓ ﺭﻭﺳﻴﻪ ﻭ ﺳﻮﻳﺪﻥ ﺁﻏﺎﺯ ﺷﺪ ﻭ ﻧﺘﻴﺠﻪ ﺁﻥ ﭼﻪ ﺑﻮﺩ؟‬
‫‪ -5‬ﻛﺎﺗﺮﻳﻦ ﻛﺒﻴﺮ ﻛﻰ ﺑﻮﺩ؟‬

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 ‫ﺩﺭﺱ ﻫﻔﺪﻫﻢ‬

‫ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﻭ ﺟﺪﻳﺪ‬

‫ﺩﻳﻮﺍﺭ ﺑﺰﺭگ ﭼﻴﻦ‬

‫ﺩﺭ ﻣﻮﺭﺩ ﺗﺎﺭﻳﺦ ﭼﻴﻦ ﭼﻪ ﻣﻰ ﺩﺍﻧﻴﺪ؟ﺁﻳﺎ ﻣﻰ ﻓﻬﻤﻴﺪ ﻛﻪ ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺻﺎﺣﺐ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ ﺧﺎﺻﻰ ﺑﻮﺩ ﻭ‬
‫ﺩﺭ ﻗﺮﻭﻥ ﺟﺪﻳﺪ ﻣﻮﺭﺩ ﺗﻮﺟﻪ ﺟﺪﻯ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻗﺮﺍﺭ ﮔﺮﻓﺖ؟ﭘﺎﺳﺦ ﺍﻳﻦ ﺳﻮﺍﻝ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﻪ ﺩﺳﺖ ﺧﻮﺍﻫﻴﺪ ﺁﻭﺭﺩ‪.‬‬

‫ﻛﺸﻮﺭ ﭼﻴﻦ ﺩﺭ ﺗﻤﺎﻡ ﺩﻭﺭﺓ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺩﺍﺭﺍﻯ ﺗﻤﺪﻧﻰ ﺩﺭﺧﺸﺎﻧﻰ ﺑﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﭼﻨﺪ ﺳﻠﺴﻠﻪ‬
‫ﭘﺎﺩﺷﺎﻫﻰ ﺑﺮ ﺳﺮﺯﻣﻴﻦ ﭼﻴﻦ ﺣﻜﻮﻣﺖ ﻛﺮﺩﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺳﻠﺴﻠﻪ ﻫﺎﻯ ﺗﺎﻧﮓ )‪( Tang‬ﺳﻮﻧﮓ )‪ (Sung‬ﻭ‬
‫ﻣﻴﻨﮓ)‪ (Ming‬ﺭﺍ ﻣﻰ ﺗﻮﺍﻥ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﺣﻜﻤﺮﻭﺍﻳﻰ )ﺗﺎﻧﮓ( ﻛﺸﻮﺭ ﭼﻴﻦ ﺍﺯ ﻫﺮ ﻟﺤﺎﻅ ﭘﻴﺸﺮﻓﺖ ﻧﻤﻮﺩ‪.‬‬
‫ﻋﻠﻮﻡ ﻭ ﻫﻨﺮ ﺑﻪ ﺍﻭﺝ ﺷﻜﻮﻓﺎﻳﻰ ﺧﻮﺩ ﺭﺳﻴﺪ‪.‬‬
‫ﺷﻬﺮﻫﺎﻯ ﭼﻴﻦ ﺍﺯ ﺑﺰﺭﮔﺘﺮﻳﻦ ﺷﻬﺮﻫﺎﻯ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺑﻮﺩ‪ .‬ﺷﻬﺮ ﭼﺎﻧﮕﺎﻥ )ﺷﺎﻧﻜﻬﺎﻯ( ﻛﻪ ﭘﺎﻳﺘﺨﺖ‬
‫ﺍﻣﭙﺮﺍﺗﻮﺭﻯ ﺗﺎﻧﮓ ﺑﻮﺩ ﺑﻴﺸﺘﺮ ﺍﺯ ﺩﻭ ﻣﻴﻠﻴﻮﻥ ﻧﻔﺮ ﺟﻤﻌﻴﺖ ﺩﺍﺷﺖ‪ .‬ﺍﻳﻦ ﺷﻬﺮ ﺑﻪ ﺯﻭﺩﻯ ﺑﻪ ﻳﻜﻰ ﺍﺯ ﺷﻬﺮﻫﺎﻯ ﺑﻴﻦ‬
‫ﺍﻟﻤﻠﻠﻰ ﻣﺒﺪﻝ ﮔﺮﺩﻳﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺷﻬﺮ ﭘﻜﻦ )ﺩﺭ ﭼﻴﻦ ﺷﻤﺎﻟﻰ(ﺍﺯ ﺍﻫﻤﻴﺖ ﺯﻳﺎﺩﻯ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ‬
‫ﻫﻴﭻ ﺷﻬﺮ ﺍﺭﻭﭘﺎ ﺑﻪ ﺑﺰﺭﮔﻰ ﺍﻳﻦ ﺷﻬﺮﻫﺎ ﻧﺒﻮﺩ‪ .‬ﺍﻳﻦ ﺳﻠﺴﻠﻪ ﻗﺮﻳﺐ ‪ 288‬ﺳﺎﻝ ﺑﺎﻻﻯ ﺳﺮﺯﻣﻴﻦ ﭼﻴﻦ ﺣﻜﻮﻣﺖ‬
‫ﻛﺮﺩﻧﺪ‪ ،‬ﺁﻧﮕﺎﻩ ﺟﺎﻯ ﺧﻮﻳﺶ ﺭﺍ ﺑﻪ ﺧﺎﻧﺪﺍﻥ ﺩﻳﮕﺮﻯ ﺑﻨﺎﻡ »ﺳﻮﻧﮓ« ﺩﺍﺩ‪.‬‬
‫ﺩﺭ ﺯﻣﺎﻥ ﺳﻠﺴﻠﻪ ﺳﻮﻧﮓ ﻛﺸﻮﺭ ﭼﻴﻦ ﺍﺯ ﺳﻤﺖ ﺷﻤﺎﻝ ﻣﻮﺭﺩ ﺣﻤﻼﺕ ﺍﻗﻮﺍﻡ ﻣﺨﺘﻠﻒ ﻗﺮﺍﺭ ﮔﺮﻓﺖ ﻛﻪ‬
‫ﻣﻬﻢ ﺗﺮﻳﻦ ﺁﻧﻬﺎ ﺣﻤﻠﻪ ﻗﻮﻡ ﻣﻐﻮﻝ ﺑﻮﺩ‪ .‬ﻣﻐﻮﻝ ﻫﺎ ﺍﺯ ﻣﻐﻮﻟﺴﺘﺎﻥ ﺣﻤﻼﺕ ﺧﻮﻳﺶ ﺭﺍ ﺑﻪ ﻣﺮﺯﻫﺎﻯ ﺷﻤﺎﻟﻰ ﭼﻴﻦ‬

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 ‫ﺁﻏﺎﺯﻛﺮﺩﻧﺪ‪ ،‬ﺩﺭ ﺍﻭﺍﻳﻞ ﻗﺮﻥ ﺳﻴﺰﺩﻫﻢ ﻣﻴﻼﺩﻯ ﻣﻐﻮﻝ ﻫﺎ ﺩﺭ ﭼﻴﻦ ﺑﻪ ﻗﺪﺭﺕ ﺭﺳﻴﺪﻧﺪ‪ .‬ﺣﻜﻮﻣﺖ ﺁﻧﻬﺎ ﺩﺭ ﭼﻴﻦ‬
‫ﺣﺪﻭﺩ ﺻﺪ ﺳﺎﻝ ﻃﻮﻝ ﻛﺸﻴﺪ‪ .‬ﺗﺎ ﺍﻳﻦ ﻛﻪ ﺳﻠﺴﻠﻪ ﻣﻴﻨﮓ ﺭﻭﻯ ﻛﺎﺭ ﺁﻣﺪ‪.‬‬
‫ﻣﻴﻨﮓ ﻫﺎ ﺗﻮﺍﻧﺴﺘﻨﺪ ﻣﻐﻮﻝ ﻫﺎ ﺭﺍ ﺍﺯ ﺳﺮﺯﻣﻴﻦ ﭼﻴﻦ ﺧﺎﺭﺝ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺩﺭ ﻋﺼﺮ ﻣﻴﻨﮓ ﻫﻨﺮ ﻭ ﻋﻠﻮﻡ ﺭﻭﻧﻖ‬
‫ﺑﻴﺸﺘﺮﻯ ﻳﺎﻓﺖ‪ ،‬ﺗﺠﺎﺭﺕ ﻣﺮﺩﻡ ﭼﻴﻦ ﺑﺎ ﻣﻤﺎﻟﻚ ﺟﻨﻮﺏ ﮔﺴﺘﺮﺵ ﭘﻴﺪﺍ ﻛﺮﺩ ﻭ ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎﻯ ﻫﻤﺴﺎﻳﻪ ﭼﻴﻦ‬
‫ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻓﺮﻫﻨﮓ ﭼﻴﻨﻰ ﻗﺮﺍﺭ ﮔﺮﻓﺘﻨﺪ‪ ،‬ﺳﻠﺴﻪ ﻣﻴﻨﮓ ﻗﺮﻳﺐ ‪ 300‬ﺳﺎﻝ ﺑﺮ ﭼﻴﻦ ﺣﻜﻤﺮﻭﺍﻳﻰ‬
‫ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺍﻛﺜﺮ ﻣﺮﺩﻡ ﭼﻴﻦ ﺭﺍ ﻛﺸﺎﻭﺭﺯﺍﻥ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﺍﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺳﺮﺯﻣﻴﻦ ﻫﻤﻮﺍﺭ ﭼﻴﻦ ﺭﺍ ﺑﺎ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻭﺳﺎﻳﻞ ﺯﺭﺍﻋﺘﻰ ﭘﻴﺸﺮﻓﺘﻪ ﻛﺸﺖ ﻣﻰﻛﺮﺩﻧﺪ‪ .‬ﺑﺎ ﺍﻳﻦ ﻫﻤﻪ ﺯﺣﻤﺎﺕ‪ ،‬ﺍﻳﻦ ﻃﺒﻘﻪ ﺑﺴﻴﺎﺭ ﻧﺎﺩﺍﺭ ﺑﻮﺩ‪.‬‬
‫ﺑﻴﺸﺘﺮﻳﻦ ﺣﺎﺻﻼﺕ ﺯﻣﻴﻦ ﺭﺍ ﺍﺭﺑﺎﺑﺎﻥ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻭﺭﻧﺪ‪ ،‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﺑﻌﻀﻰ ﺍﻭﻗﺎﺕ ﺧﺸﻜﺴﺎﻟﻰ‬
‫ﺩﺍﻣﻦ ﮔﻴﺮ ﺍﻳﻦ ﻃﺒﻘﻪ ﺑﻮﺩ ﺁﻧﻬﺎ ﺑﺎ ﻓﺮﺍ ﺭﺳﻴﺪﻥ ﺧﺸﻜﺴﺎﻟﻰ ﺯﻣﻴﻦ ﻫﺎﻯ ﻛﺸﺖ ﺷﺪﻩ ﺧﻮﻳﺶ ﺭﺍ ﺗﺮﻙ ﻛﺮﺩﻩ ﻭ‬
‫ﻳﺎ ﺑﻪ ﻓﺮﻭﺵ ﻣﻰ ﺭﺳﺎﻧﻴﺪﻧﺪ ﻭ ﻣﺠﺒﻮﺭ ﺑﻮﺩﻧﺪ ﺑﺮﺍﻯ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻥ ﺯﻣﻴﻦ ﻫﺎﻯ ﺑﻬﺘﺮ ﺍﺯ ﻳﻚ ﻣﻨﻄﻘﻪ ﺑﻪ ﻣﻨﻄﻘﻪ‬
‫ﺩﻳﮕﺮ ﻛﻮچ ﻧﻤﻮﺩﻩ ﻭ ﺩﺭ ﺁﻧﺠﺎ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻛﺸﺖ ﺯﻣﻴﻦ ﻫﺎ ﺍﻗﺪﺍﻡ ﻛﻨﻨﺪ‪.‬‬

‫ﻧﻤﺎﻳﻰ ﺍﺯ ﺯﻧﺪﮔﻰ ﺷﻬﺮﻯ ﺩﺭ ﭼﻴﻦ ﻗﺪﻳﻢ‬

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‫ﺻﻨﻌﺖ ﮔﺮﺍﻥ ﭼﻴﻦ ﻋﺎﻟﻰ ﺗﺮﻳﻦ ﻧﻤﻮﻧﻪ ﻫﺎﻯ ﺗﻮﻟﻴﺪﻯ ﺭﺍ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩﻧﺪ‪ .‬ﺁﻥ ﻫﺎ‬
‫ﻣﻰ ﺗﻮﺍﻧﺴﺘﻨﺪ ﭘﺎﺭﭼﻪ ﻫﺎﻯ ﺍﺑﺮﻳﺸﻤﻰ ﻭ ﭘﻨﺒﺔ ﺑﺴﻴﺎﺭ ﻋﺎﻟﻰ ﺑﺒﺎﻓﻨﺪ ﻭ ﻇﺮﻭﻑ ﭼﻴﻨﻰ ﺑﺴﻴﺎﺭ ﺯﻳﺒﺎ ﺭﺍ ﻛﻪ ﻗﺪﻳﻤﻰ ﺗﺮﻳﻦ‬
‫ﺻﻨﻌﺖ ﺍﻳﻦ ﻛﺸﻮﺭ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰ ﺭﻓﺖ ﺑﺴﺎﺯﻧﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﭼﻴﻨﻰ ﻫﺎ ﻗﺎﺩﺭ ﺷﺪﻧﺪ ﺗﺎ ﺑﺮﺍﻯ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺑﻪ ﺻﻨﻌﺖ ﭼﺎپ ﻭ ﺳﺎﺧﺖ ﻛﺎﻏﺬ‪ ،‬ﺑﺎﺭﻭﺕ ﻭ ﻗﻄﺐ‬
‫ﻧﻤﺎ ﺩﺳﺖ ﻳﺎﻓﺘﻪ ﻭ ﺁﻥ ﺭﺍ ﺑﻪ ﺟﻬﺎﻧﻴﺎﻥ ﭘﻴﺸﻜﺶ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻰ ﻛﻪ ﺩﺭ ﺩﻳﮕﺮ ﻧﻘﺎﻁ ﺟﻬﺎﻥ ﺍﺯ ﺍﻳﻦ ﻧﻮﺁﻭﺭﻯ ﻫﺎ‬
‫ﺧﺒﺮﻯ ﻧﺒﻮﺩ‪ .‬ﻫﻤﻪ ﺍﻳﻦ ﺍﺧﺘﺮﺍﻋﺎﺕ ﻳﺎﺩ ﺷﺪﻩ ﭼﻨﺪﻳﻦ ﻗﺮﻥ ﺑﻌﺪ ﺩﺭ ﺍﺭﻭﭘﺎ ﺭﻭﺍﺝ ﻳﺎﻓﺖ‪ .‬ﻣﺎﺭﻛﻮﭘﻮﻟﻮ ﺟﻬﺎﻧﮕﺮﺩ‬
‫ﻣﻌﺮﻭﻑ ﺍﺭﻭﭘﺎﻳﻰ ﺩﺭ ﺩﻭﺭﺓ ﺍﺷﻐﺎﻝ ﭼﻴﻦ ﺗﻮﺳﻂ ﻣﻐﻮﻻﻥ ﻭﺍﺭﺩ ﭼﻴﻦ ﺷﺪ ﻭ ﭘﺲ ﺍﺯ ﺑﺎﺯﮔﺸﺖ ﺑﻪ ﺯﺍﺩﮔﺎﻫﺶ‬
‫)ﻭﻧﻴﺰ( ﺍﻃﻼﻋﺎﺕ ﻓﺮﺍﻭﺍﻧﻰ ﺩﺭ ﻣﻮﺭﺩ ﻓﺮﻫﻨﮓ ﻭ ﺗﻤﺪﻥ ﭼﻴﻨﻰ ﻫﺎ ﺩﺭ ﺍﺧﺘﻴﺎﺭ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺩ‪ .‬ﻛﻪ ﺑﺎﻋﺚ‬
‫ﻣﻬﺎﺟﺮﺕ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﻪ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻯ ﻫﻨﺪ ﻭ ﭼﻴﻦ ﮔﺮﺩﻳﺪ‪.‬‬

‫ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﺟﺪﻳﺪ‬

‫ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﺭﺍﻩ ﻫﺎﻯ ﺩﺭﻳﺎﻳﻰ ﺗﻮﺳﻂ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﺍﺯ ﻃﺮﻳﻖ ﺩﻭﺭ ﺯﺩﻥ ﻗﺎﺭﻩ ﺍﻓﺮﻳﻘﺎ ﺑﻪ ﺳﻮﻯ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻯ‬
‫ﺷﺮﻕ ﻛﺸﻒ ﮔﺮﺩﻳﺪ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎﻯ ﺟﺎﻩ ﻃﻠﺐ ﺑﻌﺪ ﺍﺯ ﻭﺭﻭﺩ ﺑﻪ ﻫﻨﺪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻛﺸﻮﺭ ﭼﻴﻦ ﺭﺳﺎﻧﺪﻧﺪ‪ .‬ﺁﻧﻬﺎ‬
‫ﺩﺭ ﺳﺎﻝ ‪1513‬ﻡ ﺭﻭﺍﺑﻂ ﺗﺠﺎﺭﺗﻰ ﺧﻮﻳﺶ ﺭﺍ ﺑﺎ ﻛﺸﻮﺭ ﭼﻴﻦ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻨﺪ‪ .‬ﺩﺭ ﺁﻥ ﺯﻣﺎﻥ ﺳﻠﺴﻠﻪ ﻣﻴﻨﮓ ﺑﺮ‬
‫ﭼﻴﻦ ﺣﻜﻮﻣﺖ ﻣﻰ ﻛﺮﺩ‪ .‬ﺣﻜﻮﻣﺖ ﭼﻴﻦ ﺑﻨﺪﺭ ﻛﺎﻧﺘﻮﻥ )‪ (Canton‬ﺭﺍ ﺑﺮﺍﻯ ﺗﺠﺎﺭﺕ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﺑﺎﺯ ﻛﺮﺩ‪.‬‬
‫ﻫﻤﭽﻨﺎﻥ ﺩﻭﻟﺖ ﭼﻴﻦ ﺑﺮﺍﻯ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﺍﺟﺎﺯﻩ ﺩﺍﺩ ﺗﺎ ﻣﺒﻠﻐﺎﻥ ﻣﺴﻴﺤﻰ ﻓﻌﺎﻟﻴﺖ ﺧﻮﻳﺶ ﺭﺍ ﺁﻏﺎﺯ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺭﻭﺍﺑﻂ‬
‫ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﺑﺎ ﭼﻴﻦ ﺍﺩﺍﻣﻪ ﺩﺍﺷﺖ ﻛﻪ ﻗﺪﺭﺕ ﻫﺎﻯ ﺩﻳﮕﺮﻯ ﺍﺭﻭﭘﺎﻳﻰ ﺑﺮﺍﻯ ﺗﺠﺎﺭﺕ ﺑﻪ ﭼﻴﻦ ﺭﺳﻴﺪﻧﺪ‪.‬‬
‫ﺳﻠﺴﻠﻪ ﻣﻴﻨﮓ ﺩﺭ ﺳﺎﻝ ‪1644‬ﻡ ﺳﺮﻧﮕﻮﻥ ﺷﺪ ﻭ ﺟﺎﻯ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺳﻠﺴﻠﻪ ﻣﻨﭽﻮ ﮔﺬﺍﺷﺖ‪ .‬ﻣﻨﭽﻮﻫﺎ ﺩﺭ ﺷﻤﺎﻝ‬
‫ﺷﺮﻕ ﭼﻴﻦ ﺯﻧﺪﻩﮔﻰ ﺻﺤﺮﺍﻧﺸﻴﻨﻰ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﻣﻮﻓﻖ ﺷﺪﻧﺪ ﺑﺎ ﻳﻚ ﺣﻤﻠﻪ ﻧﻈﺎﻣﻰ ﻛﺸﻮﺭ ﭼﻴﻦ ﺭﺍ ﺗﺼﺮﻑ‬
‫ﻧﻤﻮﺩﻩ ﻭ ﺳﻠﺴﻠﻪ ﻣﻴﻨﮓ ﺭﺍ ﺑﻪ ﺷﻜﺴﺖ ﻣﻮﺍﺟﻪ ﺳﺎﺯﻧﺪ‪ .‬ﺩﺭ ﻭﺍﻗﻊ ﺁﻧﻬﺎ ﻣﺮﺩﻣﺎﻧﻰ ﺟﻨﮕﺠﻮﻳﻰ ﺑﻮﺩﻧﺪ‪ .‬ﺍﺷﺮﺍﻑ ﻣﻨﭽﻮ‬
‫ﺑﻪ ﺍﺛﺮ ﻗﺮﺑﺎﻧﻰ ﺟﻨﮕﺠﻮﻳﺎﻥ ﺧﻮﻳﺶ ﺩﺭ ﺭﻭﺳﺘﺎﻫﺎ ﺯﻣﻴﻦ ﻫﺎﻯ ﺑﻴﺸﺘﺮﻯ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻩ ﻭ ﺑﺎ ﺩﻫﻘﺎﻧﺎﻥ ﺑﺎ ﺧﺸﻮﻧﺖ‬
‫ﻭ ﺑﻰ ﺭﺣﻤﻰ ﺭﻓﺘﺎﺭ ﻣﻰ ﻛﺮﺩﻧﺪ‪ .‬ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﻣﻨﭽﻮﻫﺎ ﺑﺎ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺭﻭﺍﺑﻂ ﺧﻮﻳﺶ ﺭﺍ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻪ ﺑﻮﺩﻧﺪ ﻛﻪ‬
‫ﻣﻬﻢ ﺗﺮﻳﻦ ﺁﻥ ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺑﻮﺩﻧﺪ‪ .‬ﺑﺎ ﺁﻥ ﻛﻪ ﻛﺸﻮﺭ ﭼﻴﻦ ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺑﻪ ﺍﻭﺝ ﻗﺪﺭﺕ ﺧﻮﺩ ﺭﺳﻴﺪﻩ ﺑﻮﺩ ﺍﻣﺎ‬

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 ‫ﺍﻳﻦ ﺍﻭﺿﺎﻉ ﻧﻔﺮﺕ ﻣﺮﺩﻡ ﻋﺎﻣﻪ ﺭﺍ ﺩﺭ ﻣﻘﺎﺑﻞ‬
‫ﺑﻴﮕﺎﻧﻪ ﮔﺎﻥ ﻣﻨﺠﻤﻠﻪ ﺍﻧﮕﻠﻴﺲ ﺭﻭﺯ ﺑﻪ ﺭﻭﺯ‬
‫ﺑﻴﺸﺘﺮ ﻣﻰ ﻧﻤﻮﺩ‪.‬‬
‫ﺑﺎ ﺁﻥ ﻫﻢ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﻣﻮﻓﻖ ﺷﺪﻧﺪ‬
‫ﺗﺎ ﻣﺪﺕ ﺳﻪ ﻗﺮﻥ ﺭﻭﺍﺑﻂ ﺧﻮﻳﺶ ﺭﺍ ﺑﺎ‬
‫ﺣﻜﻮﻣﺖ ﻣﻨﭽﻮ ﺍﺩﺍﻣﻪ ﺩﻫﻨﺪ ﺩﺭ ﻣﺪﺕ ﺳﻪ‬
‫ﻗﺮﻥ ﺍﺭﻭﭘﺎﺋﻴﺎﻥ ﺑﻪ ﺧﺼﻮﺹ ﺍﻧﮕﻠﻴﺴﻰ ﻫﺎ‬
‫ﺗﻮﺍﻧﺴﺘﻨﺪ ﺳﻮﺩﻯ ﺑﻴﺸﺘﺮﻯ ﺍﺯ ﭼﻴﻦ ﺑﺪﺳﺖ‬
‫ﺖ‬
‫ﺁﻭﺭﻧﺪ‪.‬‬

‫ﻧﻮﺷﺘﺔ ﭼﻴﻨﻰ ﺑﺮ ﺭﻭﻯ ﭼﻮﺏ؛ ﻗﺒﻞ ﺍﺯ ﺍﺧﺘﺮﺍﻉ ﻛﺎﻏﺬ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺧﻼﺻﻪ ﺩﺭﺱ ﺭﺍ ﺑﺮﺍﻯ ﻫﻢ ﺻﻨﻔﺎﻥ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺷﻬﺮﻫﺎﻯ ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﭼﮕﻮﻧﻪ ﺑﻮﺩ؟‬
‫‪ -2‬ﺩﺭ ﻣﻮﺭﺩ ﺑﻪ ﻗﺪﺭﺕ ﺭﺳﻴﺪﻥ ﻣﻐﻮﻝ ﻫﺎ ﺩﺭ ﭼﻴﻦ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﺍﺋﻪ ﻧﻤﺎﺋﻴﺪ‪.‬‬
‫‪ -3‬ﺩﺭﺑﺎﺭﻩ ﻭﺿﻊ ﺍﺟﺘﻤﺎﻋﻰ ﺯﺍﺭﻋﻴﻦ ﭼﻴﻦ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﭼﻨﺪ ﺳﻄﺮ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -4‬ﺟﺎﻫﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮﻛﻨﻴﺪ‪.‬‬
‫ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎﻯ ﺟﺎﻩ ﻃﻠﺐ ﺑﻌﺪ ﺍﺯ ﻭﺭﻭﺩ ﺑﻪ ﻫﻨﺪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻛﺸﻮﺭ ‪ . . . . .‬ﺭﺳﺎﻧﺪﻧﺪ‪.‬‬
‫ﺣﻜﻮﻣﺖ ﭼﻴﻦ ﺑﻨﺪﺭ ‪ . . . . . .‬ﺑﺮﺍﻯ ﺗﺠﺎﺭﺕ ﭘﺮﺗﮕﺎﻟﻰ ﻫﺎ ﺑﺎﺯ ﻛﺮﺩ‪.‬‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﺷﺸﻢ‬

‫ﺗﺎﺭﻳﺦ ﺍﺭﻭﭘﺎ‬
‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬
‫‪ -1‬ﺍﻭﺿﺎﻉ ﻋﻤﻮﻣﻲ ﺍﺭﻭﭘﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ؛‬
‫‪ -2‬ﺟﻨﮓﻫﺎﻱ ﺻﻠﻴﺒﻲ؛‬
‫‪ -3‬ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﺍﺭﻭﭘﺎ‬
‫‪ -4‬ﺗﺤﻮﻻﺕ ﻋﻠﻤﻲ ﻭ ﻓﺮﻫﻨﮕﻲ ﺩﺭ ﺍﺭﻭﭘﺎ؛‬
‫‪ -5‬ﺍﻧﻘﻼﺑﺎﺕ ﺑﺰﺭگ ﺩﺭ ﺍﺭﻭﭘﺎ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑ ﻓﺼﻞ‬

‫‪ -1‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻭﺿﻌﻴﺖ ﺍﺟﺘﻤﺎﻋﻲ‪ ،‬ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﻓﺮﻫﻨﮕﻲ ﺍﺭﻭﭘﺎ ﺩﺭ‬

‫ﻗﺮﻭﻥ ﻭﺳﻄﻲ؛‬

‫‪ -2‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺟﻨﮓ ﻫﺎﻱ ﺻﻠﻴﺒﻲ؛‬

‫‪ -3‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻭﺿﻌﻴﺖ ﺍﺭﻭﭘﺎ ﺑﻌﺪ ﺍﺯ ﺭﻧﺴﺎﻧﺲ؛‬

‫‪ -4‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺗﺤﻮﻻﺕ ﻋﻠﻤﻲ ﻭ ﺍﺩﺑﻲ ﻭ ﺍﺧﺘﺮﺍﻋﺎﺕ ﺑﻌﺪ ﺍﺯ ﺭﻧﺴﺎﻧﺲ؛‬

‫‪ -5‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺍﻧﻘﻼﺑﺎﺕ ﺑﺰﺭگ ﺍﺭﻭﭘﺎ‪.‬‬

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 ‫ﺩﺭﺱ ﻫﮋﺩﻫﻢ‬
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫ﻭﺳﻄﻲ‬
‫ﻗﺮﻥﻭﺳﻄﻰ‬
‫ﺍﺭﻭﭘﺎﺩﺭﺩﺭﻗﺮﻥ‬
‫ﻋﻤﻮﻣﻲﺍﺭﻭﭘﺎ‬
‫ﺍﻭﺿﺎﻉﻋﻤﻮﻣﻰ‬
‫ﺍﻭﺿﺎﻉ‬

‫ﺁﻳﺎ ﻛﻠﻤﺔ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺭﺍ ﺷﻨﻴﺪﻩﺍﻳﺪ؟‬

‫ﻭ ﺁﻳﺎ ﺍﻃﻼﻉ ﺩﺍﺭﻳﺪ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﻗﺮﻭﻥ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﻭﺿﻊ‬
‫ﻧﺎﺑﻪ ﺳﺎﻣﺎﻧﻲ ﺩﺍﺷﺘﻨﺪ؟‬
‫ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺩﺭ ﺍﺭﻭﭘﺎ ﺩﻩ ﻗﺮﻥ ﺩﻭﺍﻡ ﻧﻤﻮﺩ ﺍﻳﻦ ﺩﻭﺭﻩ‬
‫ﺑﻪ ﻋﺼﺮ ﻓﻴﻮﺩﺍﻟﻴﺰﻡ ﻧﻴﺰ ﻣﻌﺮﻭﻑ ﺍﺳﺖ‪ .‬ﻓﻴﻮﺩﺍﻟﻴﺰﻡ ﻧﻈﺎﻡ‬
‫ﺍﻗﺘﺼﺎﺩﻱ ﻭ ﺳﻴﺎﺳﻲ ﺑﻮﺩ ﻛﻪ ﺑﺮ ﺑﻴﺸﺘﺮ ﺍﺭﻭﭘﺎ ﺑﻪ ﺧﺼﻮﺹ‬
‫ﻗﺴﻤﺘﻬﺎﻱ ﻏﺮﺑﻲ ﺁﻥ ﺗﺴﻠﻂ ﺩﺍﺷﺖ‪.‬‬
‫ﺗﺼﻮﻳﺮ ﻳﻜﻲ ﺍﺯ ﻛﻠﻴﺴﺎ ﻫﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ‬

‫ﺍﻭﺿﺎﻉ ﺍﺟﺘﻤﺎﻋﻲ ﻭ ﺍﻗﺘﺼﺎﺩﻱ‬

‫ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﺍﺯ ﻟﺤﺎﻅ ﺍﺟﺘﻤﺎﻋﻲ ﻧﺎﺑﺮﺍﺑﺮﻱ ﺷﺪﻳﺪ ﺣﺎﻛﻢ ﺑﻮﺩ‪ .‬ﺣﻘﻮﻕ ﺍﺗﺒﺎﻉ ﻣﺮﺍﻋﺎﺕ ﻧﻤﻲﮔﺮﺩﻳﺪ‪ .‬ﻣﺮﺩﻡ ﺑﻪ‬
‫ﺩﻭ ﻃﺒﻘﻪ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ :‬ﺍﺭﺑﺎﺏ ﻭ ﺭﻋﻴﺖ ﻛﻪ ﺩﻫﻘﺎﻧﺎﻥ ﻧﻴﺰ ﺩﺭ ﺟﻤﻠﻪ ﺯﻳﺮﺩﺳﺘﺎﻥ ﺷﺎﻣﻞ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﺩﻫﻘﺎﻧﺎﻥ‬
‫ﺣﺘﻲ ﺑﺎ ﺯﻣﻴﻦ ﻳﻜﺠﺎ ﺧﺮﻳﺪ ﻭ ﻓﺮﻭﺵ ﻣﻲﺷﺪﻧﺪ‪.‬‬
‫ﺍﺯ ﻟﺤﺎﻅ ﺍﻗﺘﺼﺎﺩﻱ ﻃﺒﻘﺎﺕ ﺑﺎﻻﻳﻲ ﺍﺯ ﻭﺿﻌﻴﺖ ﺧﻮﺑﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻧﺪ‪ .‬ﺁﻥ ﻫﺎ ﻣﺎﻟﻴﺎﺕ ﻧﻤﻲ ﭘﺮﺩﺍﺧﺘﻨﺪ‪ .‬ﻭﻟﻲ‬
‫ﻣﺮﺩﻣﺎﻥ ﻃﺒﻘﺎﺕ ﭘﺎﻳﻴﻦ ﻣﺎﻟﻴﺎﺕ ﺳﻨﮕﻴﻨﻲ ﺭﺍ ﻣﺘﺤﻤﻞ ﻣﻲ ﺷﺪﻧﺪ‪.‬‬
‫ﺩﻫﻘﺎﻧﺎﻥ‪ ،‬ﺑﺎﻻﻱ ﻣﺰﺍﺭﻉ ﺍﺭﺑﺎﺑﺎﻥ ﻛﺎﺭ ﻣﻲ ﻧﻤﻮﺩﻧﺪ؛ ﺍﻣﺎ ﺑﻴﺸﺘﺮﻳﻦ ﺳﻬﻢ ﺭﺍ ﺍﺯ ﻣﺤﺼﻮﻻﺕ‪ ،‬ﺍﺭﺑﺎﺑﺎﻥ ﺑﻪ ﺩﺳﺖ‬
‫ﻣﻲﺁﻭﺭﺩﻧﺪ ﻭ ﺳﻬﻢ ﻛﻮﭼﻚ ﺭﺍ ﺑﻪ ﺩﻫﻘﺎﻧﺎﻥ ﻣﻲ ﺩﺍﺩﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺟﻬﺖ ﻣﻲ ﺗﻮﺍﻥ ﮔﻔﺖ ﻛﻪ ﻃﺒﻘﺎﺕ ﭘﺎﻳﻴﻦ ﺍﺟﺘﻤﺎﻉ‬
‫ﺍﺯ ﻭﺿﻌﻴﺖ ﺧﻮﺑﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﻧﺒﻮﺩﻧﺪ‪.‬‬
‫ﺍﺯ ﻟﺤﺎﻅ ﻓﺮﻫﻨﮕﻲ ﺩﻭﺭﺓ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﭼﻨﺪﺍﻥ ﺩﺭﺧﺸﺎﻥ ﻧﺒﻮﺩ‪ ،‬ﻧﺎﺑﺮﺍﺑﺮﻱ ﻛﺎﻣﻞ ﻓﺮﻫﻨﮕﻲ ﺭﻭﺍﺝ ﺩﺍﺷﺖ‪.‬‬
‫ﺍﻣﺎ ﻓﺮﺯﻧﺪﺍﻥ ﻃﺒﻘﺎﺕ ﺑﺎﻻ ﺑﻪ ﺗﻌﻠﻴﻤﺎﺕ ﺩﺳﺘﺮﺳﻲ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺗﻌﻠﻴﻤﺎﺕ ﻣﺬﻫﺒﻲ ﺭﻭﺍﺝ ﺩﺍﺷﺖ‪ .‬ﺑﻌﺪﻫﺎ ﺗﻌﻠﻴﻤﺎﺕ‬
‫ﻏﻴﺮ ﻣﺬﻫﺒﻲ ﻫﻢ ﻣﻌﻤﻮﻝ ﮔﺮﺩﻳﺪ‪.‬‬

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 ‫ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻣﺮﺍﻛﺰ ﺁﻣﻮﺯﺷﻲ ﺗﻮﺳﻌﻪ ﻳﺎﻓﺘﻨﺪ ﻭ ﺩﺭ ﺁﻥ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ‪ ،‬ﻣﻨﻄﻖ‪ ،‬ﻣﻮﺳﻴﻘﻲ‪ ،‬ﺣﺴﺎﺏ‪،‬‬
‫ﻫﻨﺪﺳﻪ‪ ،‬ﻧﺠﻮﻡ ﻭ ﺭﻳﺎﺿﻲ ﻣﻮﺭﺩ ﺗﻌﻠﻴﻢ ﻗﺮﺍﺭ ﻣﻲﮔﺮﻓﺘﻨﺪ‪ .‬ﭘﻮﻫﻨﺘﻮﻥ ﻫﺎﻳﻰ ﻣﺎﻧﻨﺪ ﺑﻮﻟﻮﻧﻴﺎ ﺩﺭ ﺭﺷﺘﺔ ﺣﻘﻮﻕ ﻭ‬
‫ﺳﺎﻟﺮﻥ ﺩﺭ ﺭﺷﺘﻪ ﻫﺎﻱ ﻃﺒﺎﺑﺖ ﺍﻳﺠﺎﺩ ﺷﺪﻧﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﺗﻘﺮﻳﺒﺎً ﺗﻤﺎﻡ ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺍﺯ ﻛﻠﻴﺴﺎﻱ ﻛﺎﺗﻮﻟﻴﻚ ﺗﺎﺑﻌﻴﺖ ﻣﻲﻛﺮﺩﻧﺪ ﻭ ﻣﺬﻫﺐ ﺍﺯ‬
‫ﺍﻫﻤﻴﺖ ﺯﻳﺎﺩﻯ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪.‬‬

‫ﮔﻮﺷﺔ ﺍﺯ ﺯﻧﺪﻩ ﮔﻰ ﺍﺟﺘﻤﺎﻋﻰ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﻣﺴﻴﺤﻴﺖ ﻧﺨﺴﺖ ﺩﺭ ﻓﻠﺴﻄﻴﻦ ﺑﻪ ﻭﺳﻴﻠﺔ ﺣﻀﺮﺕ ﻋﻴﺴﻲ )ﻉ( ﺍﺷﺎﻋﻪ ﻳﺎﻓﺖ ﻭ ﺩﺭ ﺳﺎﻝ ‪ 300‬ﻣﻴﻼﺩﻱ ﻣﻠﻴﻮﻧﻬﺎ‬
‫ﭘﻴﺮﻭ ﺩﺍﺷﺖ‪ .‬ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻛﻠﻴﺴﺎ ﻭﻇﺎﻳﻔﻲ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻲ ﺩﺍﺩ ﻛﻪ ﺍﻛﻨﻮﻥ ﺑﻪ ﻋﻬﺪﺓ ﺩﻭﻟﺘﻬﺎ ﺍﺳﺖ‪ .‬ﺑﺴﻴﺎﺭﻱ‬
‫ﺍﺯ ﭘﺎپ ﻫﺎ ﺳﻴﺎﺳﺖ ﻣﺪﺍﺭﺍﻥ ﻗﺎﺑﻞ ﻭ ﺑﺎ ﻛﻔﺎﻳﺘﻲ ﺑﻮﺩﻧﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﻟﺌﻮﻥ ﻛﺒﻴﺮ ﻭ ﮔﺮﻳﮕﻮﺭ ﻛﺒﻴﺮ ﻛﻪ ﺩﺭ ﻗﺮﻥ ﺷﺸﻢ‬
‫ﻣﻴﻼﺩﻱ ﻣﻲ ﺯﻳﺴﺘﻨﺪ‪.‬‬
‫ﻛﻠﻴﺴﺎ ﺍﺯ ‪ 1198‬ﺍﻟﻲ ‪ 1216‬ﻣﻴﻼﺩﻱ ﺑﻪ ﻗﺪﺭﺕ ﻧﻬﺎﻳﻲ ﺭﺳﻴﺪ ﻭ ﺍﺭﺍﺩﺓ ﺧﻮﺩ ﺭﺍ ﺣﺘﻲ ﺑﺮ ﭘﺎﺩﺷﺎﻫﺎﻥ‬
‫ﻓﺮﺍﻧﺴﻪ‪ ،‬ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﺍﻣﭙﺮﺍﻃﻮﺭﻱ ﺭﻭﻡ ﻭ ﺟﺮﻣﻦ ﺗﺤﻤﻴﻞ ﻛﺮﺩ‪ .‬ﺍﺯ ﺍﻳﻦ ﺭﻭ ﻣﻲﺗﻮﺍﻥ ﻗﻴﺎﺱ ﻛﺮﺩ ﻛﻪ ﺩﺭ‬
‫ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻣﺬﻫﺐ ﺍﺯ ﭼﻪ ﺍﻫﻤﻴﺘﻲ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩ‪.‬‬

‫ﺍﻭﺿﺎﻉ ﺳﻴﺎﺳﻲ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ‬

‫ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺧﺎﻧﻮﺍﺩﻩﻫﺎﻱ ﻣﺘﻌﺪﺩﻱ ﺣﻜﻤﺮﻭﺍﻳﻲ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺑﻪ ﮔﻮﻧﺔ ﻣﺜﺎﻝ ﻣﻲﺗﻮﺍﻥ ﺍﺯ ﺧﺎﻧﻮﺍﺩﻩ ﻛﺎﺭﻭﻟَﻨﮋﻳﻦ ﻫﺎ‬
‫ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺑﻨﻴﺎﻧﮕﺬﺍﺭ ﺍﻳﻦ ﺧﺎﻧﻮﺍﺩﻩ ﺷﺨﺺ ﻣﻘﺘﺪﺭ ﻭ ﺑﺎ ﺗﺪﺑﻴﺮﻱ ﺑﻪ ﻧﺎﻡ ﺷﺎﺭﻝ ﻣﺎﺭﺗِﻞ ﺑﻮﺩ‪.‬‬
‫ﻭﻱ ﺑﺮﺧﻼﻑ ﺩﻳﮕﺮ ﺷﺎﻫﺎﻥ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺍﺭﺍﺿﻲ ﻛﻠﻴﺴﺎ ﺭﺍ ﺿﺒﻂ ﻧﻤﻮﺩﻩ‪ ،‬ﻧﻴﺮﻭﻱ ﻣﻘﺘﺪﺭ ﺟﻨﮕﻲ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻭﺭﺩ‪ .‬ﺳﺎﺣﺔ ﺣﻜﻤﺮﻭﺍﻳﻲ ﺍﻳﻦ ﺧﺎﻧﻮﺍﺩﻩ‪ ،‬ﮔﻮﻝ ﻳﺎ ﻓﺮﺍﻧﺴﻪ ﺍﻣﺮﻭﺯ ﺭﺍ ﺩﺭ ﺑﺮﻣﻲ ﮔﺮﻓﺖ‪.‬‬
‫ﻳﻜﻲ ﺍﺯ ﺷﺎﻫﺎﻥ ﻣﻘﺘﺪﺭ ﺍﻳﻦ ﺧﺎﻧﻮﺍﺩﻩ ﺷﺎﺭﻟِﻤﺎﻥ ﺑﻮﺩ ﻛﻪ ﺩﺭ ﺳﺎﻝ ‪ 765‬ﻣﻴﻼﺩﻯ ﺑﺮ ﺗﺨﺖ ﻧﺸﺴﺖ‪ .‬ﻭﻱ ﺑﻪ‬
‫ﻣﺘﺼﺮﻓﺎﺕ ﺧﻮﺩ ﺍﻓﺰﻭﺩ ﻭ ﺑﻪ ﻛﻠﻴﺴﺎ ﺧﺪﻣﺎﺗﻲ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﺍﺩ‪.‬‬

‫ﻧﻤﺎﻳﻰ ﻳﻜﻰ ﺍﺯ ﺷﻬﺮ ﻫﺎﻯ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺩﺭ ﺍﺭﻭﭘﺎ‬

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 ‫ﺷﺎﺭﻟﻤﺎﻥ ﺩﺭ ﺳﺎﻝ ‪ 800‬ﻣﻴﻼﺩﻱ ﺗﺎﺝ ﺍﻣﭙﺮﺍﻃﻮﺭﻱ ﺭﺍ ﺑﺮ ﺳﺮ ﻧﻬﺎﺩ ﻭ ﺧﻮﺩ ﺭﺍ ﺍﻣﭙﺮﺍﻃﻮﺭ ﻧﺎﻣﻴﺪ‪ .‬ﻭﻱ ﺩﺭ ﻗﻠﻤﺮﻭ‬
‫ﺧﻮﺩ ﻗﻮﺍﻧﻴﻦ ﻳﻜﺴﺎﻥ ﺭﺍ ﻭﺿﻊ ﻛﺮﺩ ﻭ ﻫﻤﻴﺸﻪ ﻓﻜﺮ ﻭﺣﺪﺕ ﻗﺴﻤﺖﻫﺎﻱ ﻣﺨﺘﻠﻒ ﺍﺭﻭﭘﺎ ﺭﺍ ﺩﺭ ﺳﺮ ﺩﺍﺷﺖ ﻭ‬
‫ﻣﺎﻧﻊ ﺍﻧﻜﺸﺎﻑ ﻣﻠﻮﻙ ﺍﻟﻄﻮﺍﻳﻔﻲ ﺑﻮﺩ‪.‬‬

‫ﳕﺎﯾﯽ ﯾﮑﯽ ﺍﺯ ﻗﻠﻌﻪ ﻫﺎی ﻗﺮﻭﻥ ﻭﺳﻄﯽ ﺩﺭ ﺍﺭﻭﭘﺎ‬ ‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﺑﺨﺶ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﻭﺿﻌﻴﺖ ﺍﺟﺘﻤﺎﻋﻲ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﻭﺿﻌﻴﺖ ﺍﻗﺘﺼﺎﺩﻱ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺍﺯ ﻟﺤﺎﻅ ﺍﺟﺘﻤﺎﻋﻲ ﻣﺮﺩﻡ ﺑﻪ ﭼﻨﺪ ﻃﺒﻘﻪ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻮﺩﻧﺪ؟‬
‫‪ -2‬ﭘﺎپﻫﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻲ ﺍﺯ ﭼﻪ ﺻﻼﺣﻴﺖ ﻫﺎﻳﻰ ﺑﺮﺧﻮﺭﺩﺍﺭ ﺑﻮﺩﻧﺪ؟‬
‫‪ -3‬ﺟﺎﻯ ﺧﺎﻟﻰ ﺭﺍ ﭘﺮﻛﻨﻴﺪ‪.‬‬
‫ﺑﻨﻴﺎﻧﮕﺬﺍﺭ ﺧﺎﻧﻮﺍﺩﻩ ﻛﺎﺭﻭﻟﻨﮋﻥ ‪ .................‬ﺑﻮﺩ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫ﺩﺭ ﺩﻭﺭﺓ ﻗﺮﻭﻥ ﻭﺳﻄﻲ‪ ،‬ﻛﺪﺍﻡ ﺣﻜﻮﻣﺖ ﻫﺎ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻭﺟﻮﺩ ﺩﺍﺷﺖ؟ ﺍﺳﺎﻣﻰ ﺷﺎﻥ ﺭﺍ ﻳﺎﺩﺩﺍﺷﺖ‬
‫ﻧﻤﺎﻳﻴﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﻧﻮﺯﺩﻫﻢ‬
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫ﻋﻤﻮﻣﻲ ﺍﺭﻭﭘﺎ ﺩﺭ ﻗﺮﻥ ﻭﺳﻄﻲ‬
‫ﺍﻭﺿﺎﻉ ﺻﻠﻴﺒﻲ‬
‫ﺟﻨﮕﻬﺎﻱ‬

‫ﺟﻨﮕﻬﺎﻯ ﺻﻠﻴﺒﻰ‬
‫ﺁﻳﺎ ﻣﻴﺪﺍﻧﻴﺪ ﺻﻠﻴﺐ ﭼﻴﺴﺖ ﻭ ﺟﻨﮓ ﺻﻠﻴﺒﻲ ﭼﻪ ﻣﻌﻨﻲ ﺩﺍﺭﺩ؟‬

‫ﺻﻠﻴﺐ ﻋﻼﻣﺖ ﻣﻘﺪﺱ ﺑﺮﺍﻱ ﻋﻴﺴﻮﻳﺎﻥ ﺍﺳﺖ‪ .‬ﺁﻧﻬﺎ ﺑﻪ ﺍﻳﻦ ﺑﺎﻭﺭﻧﺪ ﻛﻪ ﻋﻼﻣﺖ ﻳﺎﺩ ﺑﻮﺩ ﺷﻬﺎﺩﺕ ﺣﻀﺮﺕ‬
‫ﻋﻴﺴﻲ )ﻉ( ﺑﻪ ﻭﺳﻴﻠﻪ ﺁﻥ ﺍﺳﺖ‪ .‬ﻛﻪ ﺍﺯ ﺍﻳﻦ ﻋﻼﻣﺖ ﺩﺭ ﻛﻠﻴﺴﺎﻫﺎﻱ ﺧﻮﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﻨﻨﺪ‪.‬‬
‫ﺩﺭ ﺩﺭﺱ ﻗﺒﻠﻲ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻳﻢ ﻛﻪ ﻣﺴﻴﺤﻴﺖ ﺑﻪ ﺳﺮﻋﺖ ﺩﺭ ﺍﺭﻭﭘﺎ ﺍﺷﺎﻋﻪ ﻳﺎﻓﺖ ﻭ ﻣﺮﺩﻣﺎﻥ ﺯﻳﺎﺩﻱ ﺑﻪ ﺍﻳﻦ‬
‫ﺩﻳﻦ ﺭﻭﻱ ﺁﻭﺭﺩﻧﺪ ﻭ ﺩﺭ ﺁﻥ ﻋﺼﺮ ﺗﻨﻬﺎ ﻫﺴﭙﺎﻧﻴﺎ ﺩﺭ ﺗﺼﺮﻑ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺑﻮﺩ‪.‬‬
‫ﺩﺭ ﻗﺮﻥ ‪ 11‬ﻣﻴﻼﺩﻱ ﺟﻨﮓﻫﺎﻱ ﺻﻠﻴﺒﻲ ﻣﻴﺎﻥ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻭ ﺍﺭﻭﭘﺎﻳﻲﻫﺎ ﺭﺥ ﺩﺍﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺟﻨﮓﻫﺎ ﺑﺮ ﻟﺒﺎﺱ‬
‫ﺍﺭﻭﭘﺎﻳﻲﻫﺎ ﺗﺼﻮﻳﺮ ﺻﻠﻴﺐ ﻭﺟﻮﺩ ﺩﺍﺷﺖ‪ ،‬ﺍﻣﺎ ﭼﺮﺍ ﺍﻳﻦ ﺟﻨﮓ ﻫﺎ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺖ ﻭ ﭼﺮﺍ ﺍﻳﻦ ﺟﻨﮓﻫﺎ ﺑﻪ‬
‫ﺟﻨﮓﻫﺎﻱ ﺻﻠﻴﺒﻲ ﻣﻌﺮﻭﻑ ﺷﺪﻧﺪ؟‬
‫‪ -1‬ﺑﻪ ﻧﻈﺮ ﻋﻴﺴﻮﻳﺎﻥ‪ ،‬ﺷﺮﻕ ﻳﻌﻨﻲ ﻣﻨﺒﻊ ﺛﺮﻭﺕ‪ .‬ﻭ ﻓﻜﺮ ﻣﻲﻛﺮﺩﻧﺪ ﻛﻪ ﺑﺎ ﺣﻤﻼﺗﺸﺎﻥ ﺑﻪ ﺷﺮﻕ‪ ،‬ﺛﺮﻭﺕ ﺯﻳﺎﺩﻱ‬
‫ﻧﺼﻴﺒﺸﺎﻥ ﺧﻮﺍﻫﺪ ﺷﺪ‪.‬‬
‫‪ -2‬ﺗﺎﺟﺮﺍﻥ ﺍﻳﺘﺎﻟﻴﺎﻳﻲ ﻋﻼﻗﻪ ﺩﺍﺷﺘﻨﺪ ﻛﻪ ﺩﺭ ﺷﺮﻕ ﻧﺰﺩﻳﻚ‪ ،‬ﺯﻳﺮ ﻧﻈﺮ ﺩﻭﻟﺘﻬﺎﻱ ﻋﻴﺴﻮﻱ ﻣﺮﺍﻛﺰ ﺗﺠﺎﺭﺗﻲ ﺭﺍ‬

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 ‫ﺗﺄﺳﻴﺲ ﻛﻨﻨﺪ ﻭ ﺍﺯ ﺍﻳﻦ ﻃﺮﻳﻖ ﺑﺎ ﺷﺮﻕ ﺩﻭﺭ ﺗﺠﺎﺭﺕ ﺭﺍ ﺁﻏﺎﺯ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫‪ -3‬ﻳﻚ ﻋﺪﻩ ﺍﺯ ﺩﻫﻘﺎﻧﺎﻥ ﻛﻪ ﺗﺤﺖ ﺍﺳﺘﺜﻤﺎﺭ ﺍﺷﺮﺍﻑ ﻗﺮﺍﺭ ﺩﺍﺷﺘﻨﺪ ﻓﻜﺮ ﻣﻲ ﻛﺮﺩﻧﺪ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﺍﺷﺘﺮﺍﻙ ﺩﺭ‬
‫ﺟﻨﮕﻬﺎﻱ ﺻﻠﻴﺒﻲ ﺑﺎ ﻣﺮﺍﺟﻌﺖ ﺑﻪ ﺍﺭﻭﭘﺎ ﺯﻧﺪﻩ ﮔﻲ ﺧﻮﺑﻲ ﺧﻮﺍﻫﻨﺪ ﺩﺍﺷﺖ‪.‬‬

‫ﻧﺘﺎﻳﺞ ﺟﻨﮓ ﻫﺎﻱ ﺻﻠﻴﺒﻲ‬

‫ﺩﺭ ﻃﻮﻝ ﺗﺎﺭﻳﺦ ﻫﺸﺖ ﺟﻨﮓ ﺻﻠﻴﺒﻲ ﻭﺍﻗﻊ ﺷﺪﻩ‪ ،‬ﻛﻪ ﻧﺨﺴﺘﻴﻦ ﺟﻨﮓ ﺩﺭ ‪ 1095‬ﻡ ﻭ ﺁﺧﺮﻳﻦ ﺁﻥ ﺩﺭ‬
‫‪ 1270‬ﻡ ﺭﺥ ﺩﺍﺩ ﻧﺘﺎﻳﺞ ﺯﻳﺮ ﺭﺍ ﺑﻪ ﺑﺎﺭ ﺁﻭﺭﺩ‪:‬‬
‫‪ -1‬ﺩﺭ ﺍﻳﻦ ﺟﻨﮓ ﻫﺎ ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺍﺷﺮﺍﻑ ﻛﺸﺘﻪ ﺷﺪﻩ ﻭ ﺩﻫﻘﺎﻧﺎﻥ‪ ،‬ﺁﺯﺍﺩﻱ ﺧﻮﺩ ﺭﺍ ﺑﺎﺯ ﻳﺎﻓﺘﻨﺪ‪.‬ﻛﻪ ﺑﺎﻋﺚ‬
‫ﺗﻀﻌﻴﻒ ﻧﻈﺎﻡ ﻓﻴﻮﺩﺍﻟﻴﺰﻡ ﮔﺮﺩﻳﺪ‪.‬‬
‫‪ -2‬ﺗﺠﺎﺭﺕ ﻣﻴﺎﻥ ﺷﺮﻕ ﻭ ﻏﺮﺏ ﺭﻭﻧﻖ ﮔﺮﻓﺖ ﺯﻳﺮﺍ ﺷﺮﻛﺖ ﻛﻨﻨﺪﻩﮔﺎﻥ ﺟﻨﮓ ﻫﺎﻱ ﺻﻠﻴﺒﻲ ﻛﺎﻻﻫﺎﻱ‬
‫ﺗﺎﺯﻩ ﻳﻰ ﻣﺎﻧﻨﺪ ﺗﻜﻪﻫﺎﻱ ﺍﺑﺮﻳﺸﻤﻲ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﻭ ﺍﺩﻭﻳﻪﺟﺎﺕ ﮔﻮﻧﺎﮔﻮﻥ ﺭﺍ ﺍﺯ ﺷﺮﻕ ﺑﺎ ﺧﻮﺩ ﺑﺮﺩﻧﺪ‪.‬‬
‫‪ -3‬ﺷﻬﺮﻫﺎﻯ ﻏﺮﺑﻰ ﺍﻧﻜﺸﺎﻑ ﻭ ﺗﺮﻗﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫‪ -4‬ﺍﺩﺑﻴﺎﺕ ﻳﻮﻧﺎﻥ ﻭ ﺭﻭﻡ ﻛﻪ ﻣﺪﺗﻬﺎ ﻓﺮﺍﻣﻮﺵ ﺷﺪﻩ ﺑﻮﺩ؛ ﺩﻭﺑﺎﺭﻩ ﺍﺯ ﻃﺮﻳﻖ ﺷﺮﻕ ﻭﺍﺭﺩ ﺍﺭﻭﭘﺎ ﺷﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﺍﺭﻭﭘﺎﻳﻲﻫﺎ ﺑﺎ ﻋﻠﻮﻡ ﻭ ﻓﻨﻮﻥ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺁﺷﻨﺎ ﺷﺪﻧﺪ‪.‬‬
‫‪ -5‬ﺧﻴﻠﻰ ﺍﺯ ﻋﻠﻮﻡ ﻭ ﭘﺪﻳﺪﻩ ﻫﺎﻯ ﺗﻤﺪﻥ ﺍﺳﻼﻣﻰ‪،‬‬
‫ﺍﺯ ﺟﻤﻠﻪ ﺻﺪ ﻫﺎ ﻫﺰﺍﺭ ﻛﺘﺎﺏ ﻣﺨﻄﻮﻁ ﻣﺴﻠﻤﺎﻧﺎﻥ‬
‫ﺭﺍ ﺑﺎ ﺧﻮﺩ ﺑﺮﺩﻧﺪ ﻛﻪ ﺗﺎ ﺍﻣﺮﻭﺯ ﺩﺭ ﻛﺘﺎﺑﺨﺎﻧﻪ ﻫﺎﻯ‬
‫ﻏﺮﺏ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫‪ -6‬ﺻﺪ ﻫﺎ ﻫﺰﺍﺭ ﻣﺴﻠﻤﺎﻥ ﺭﺍ ﺩﺭ ﺷﺎﻡ‪ ،‬ﺗﺮﻛﻴﻪ ﻭ‬
‫ﻣﺼﺮ ﻗﺘﻞ ﻋﺎﻡ ﻛﺮﺩﻧﺪ‪.‬‬

‫ﺻﺤﻨﺔ ﺍﺯ ﺟﻨﮓ ﻫﺎﻯ ﺻﻠﻴﺒﻰ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﺑﺨﺶ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻨﻜﻪ ﭼﺮﺍ ﺟﻨﮕﻬﺎﻱ ﺻﻠﻴﺒﻲ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺘﻪ ﺁﮔﺎﻫﻲ ﺩﻫﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻨﻜﻪ ﺟﻨﮕﻬﺎﻱ ﺻﻠﻴﺒﻲ ﭼﻪ ﻧﺘﺎﻳﺠﻲ ﺭﺍ ﺑﻪ ﻫﻤﺮﺍﻩ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﻣﻌﻠﻮﻣﺎﺕ ﺩﻫﻨﺪ‪.‬‬

‫ﺳﻮﺍ ﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﭼﻨﺪ ﺟﻨﮓ ﺻﻠﻴﺒﻲ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺘﻪ ﺍﺳﺖ؟‬
‫‪ -2‬ﻣﺴﻴﺤﻴﺖ ﺑﻴﻦ ﻛﺪﺍﻡ ﻗﺮﻥﻫﺎ ﺩﺭ ﺣﺎﻝ ﭘﻴﺸﺮﻓﺖ ﺑﻮﺩ؟‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺘﻢ‬
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫ﻗﺮﻥ ﻭﺳﻄﻲ‬ ‫ﺍﺭﻭﭘﺎ ﺩﺭ‬
‫ﺩﺍﺭﻳﺪ؟‬ ‫ﻋﻤﻮﻣﻲ‬
‫ﺁﺷﻨﺎﻳﻲ‬ ‫ﺍﻭﺿﺎﻉ‬
‫ﺭﻧﺴﺎﻧﺲ‬ ‫ﺁﻳﺎ ﺑﺎ‬

‫ﻧﻤﺎﻳﻰ ﺍﺯ ﻫﻨﺮ ﻣﻌﻤﺎﺭﻱ ﻋﻬﺪ ﺭﻧﺴﺎﻧﺲ‬

‫ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﻟﻐﺖ ﺑﻪ ﻣﻌﻨﻲ ﺗﻮﻟﺪ ﺩﻭﺑﺎﺭﻩ ﻳﺎ ﺍﺣﻴﺎﻱ ﻣﺠﺪﺩ ﻓﺮﻫﻨﮓ ﻭ ﻋﻠﻮﻡ ﺍﺳﺖ‪.‬‬
‫ﺍﻳﻦ ﺗﺤﻮﻻﺕ ﺩﺭ ﻋﺮﺻﺔ ﻋﻠﻮﻡ ﻭ ﻓﺮﻫﻨﮓ ﺍﺯ ﻗﺮﻥ ‪ 14‬ﺍﻟﻰ ‪ 16‬ﺭﺥ ﺩﺍﺩﻩ ﺍﺳﺖ‪ .‬ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﺍﺭﻭﭘﺎ ﺁﻫﺴﺘﻪ‬
‫ﺁﻫﺴﺘﻪ ﻭ ﺑﻪ ﺗﺪﺭﻳﺞ ﺻﻮﺭﺕ ﮔﺮﻓﺖ ﻭ ﭼﻬﺮﻩ ﺍﺭﻭﭘﺎ ﺭﺍ ﺗﻐﻴﻴﺮ ﺩﺍﺩ‪ .‬ﻫﻤﭽﻨﺎﻥ ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﻓﺮﻫﻨﮓ ﻳﻮﻧﺎﻥ ﻭ ﺭﻭﻡ‬
‫ﺑﺎﺳﺘﺎﻥ ﺑﻪ ﻭﺳﻴﻠﺔ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺑﻪ ﻣﺮﺩﻡ ﺗﺒﻠﻴﻎ ﻣﻲﮔﺮﺩﻳﺪ‪.‬‬
‫ﻗﺒﻞ ﺍﺯ ﺭﻧﺴﺎﻧﺲ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﺑﻪ ﻣﺴﺎﺋﻞ ﺭﻭﺣﻰ ﻣﻰ ﭘﺮﺩﺍﺧﺘﻨﺪ ﻭ ﺑﻪ ﻣﺎﺩﻳﺎﻥ ﺗﻮﺟﻪ ﻧﺪﺍﺷﺘﻨﺪ‪ .‬ﺍﻣﺎ ﺩﺭ ﺩﻭﺭﺓ ﺭﻧﺴﺎﻧﺲ‬
‫ﻣﺘﻮﺟﻪ ﺩﻧﻴﺎ ﻭ ﺧﻮﺑﻲﻫﺎﻱ ﺁﻥ ﻧﻴﺰ ﮔﺮﺩﻳﺪﻧﺪ‪ .‬ﻫﻨﺮﻣﻨﺪﺍﻥ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻧﻈﺮﻳﺎﺕ ﺟﺪﻳﺪ ﺭﺍ ﺍﺭﺍﺋﻪ ﻛﺮﺩﻧﺪ‪ .‬ﻣﺎﺷﻴﻦ ﭼﺎپ‬
‫ﺍﺧﺘﺮﺍﻉ ﺷﺪ‪ .‬ﺗﺠﺎﺭﺕ ﻭ ﺣﺮﻓﻪﻫﺎ ﺭﺷﺪ ﻧﻤﻮﺩ‪ .‬ﺷﻬﺮ ﻧﺸﻴﻨﻲ ﺁﻏﺎﺯ ﺷﺪ ﻭ ﺿﻌﻒ ﻗﺪﺭﺕ ﺍﺭﺑﺎﺑﺎﻥ ﺁﻏﺎﺯ ﮔﺮﺩﻳﺪ‪.‬‬

‫ﺭﺷﺪ ﺷﻬﺮ ﻧﺸﻴﻨﻲ‬

‫ﺷﻬﺮﻫﺎ ﺑﻴﺸﺘﺮ ﺩﺭ ﻧﻮﺍﺣﻲ ﺳﺎﺣﻠﻲ ﺭﺷﺪ ﻧﻤﻮﺩﻧﺪ‪ .‬ﺯﻳﺮﺍ ﺩﺭ ﺁﻥ ﺟﺎﻫﺎ ﺩﻫﻘﺎﻧﺎﻥ ﻭ ﺣﻜﻤﺮﺍﻧﺎﻥ ﻓﻴﻮﺩﺍﻝ ﻛﻤﺘﺮ ﺑﻮﺩﻧﺪ‪.‬‬

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 ‫ﺭﺷﺪ ﺷﻬﺮﻫﺎﻱ ﺑﻨﺪﺭﻱ ﻧﺨﺴﺖ ﺩﺭ ﺍﻳﺘﺎﻟﻴﺎ ﻭ ﺳﭙﺲ ﺩﺭ ﺁﻟﻤﺎﻥ ﭘﻴﺶ ﺗﺮ ﺍﺯ ﺷﻬﺮﻫﺎﻱ ﺩﻳﮕﺮ ﺁﻏﺎﺯ ﺷﺪ ﻭ‬
‫ﺟﻤﻌﻴﺖ ﺁﻧﻬﺎ ﻧﻴﺰ ﺍﻓﺰﺍﻳﺶ ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﺟﻤﻌﻴﺖ ﻳﻚ ﺷﻬﺮ ﻣﺘﻮﺳﻂ ﺑﻪ ﭘﻨﺞ ﻫﺰﺍﺭ ﻧﻔﺮ ﻭ ﺩﺭ ﺷﻬﺮﻫﺎﻱ‬
‫ﺑﺰﺭگ ﺑﻪ ‪ 20‬ﻫﺰﺍﺭ ﻧﻔﺮ ﻣﻰ ﺭﺳﻴﺪ‪ .‬ﻣﻨﻈﺮﺓ ﺩﺍﺧﻠﻲ ﺷﻬﺮ ﻫﻤﻴﺸﻪ ﺩﺭ ﺗﻐﻴﻴﺮ ﺑﻮﺩ‪ .‬ﺷﻬﺮﻫﺎ ﺑﺎ ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﺗﺠﺎﺭﺗﻲ‬
‫ﺑﻴﺸﺘﺮ ﺩﺍﺷﺘﻨﺪ‪ .‬ﮔﺮﭼﻪ ﻓﻴﻮﺩﺍﻟﻬﺎ ﺍﺯ ﺍﻳﻦ ﻭﺿﻊ ﻧﺎﺭﺍﺿﻲ ﺑﻮﺩﻧﺪ ﺍﻣﺎ ﻧﻤﻲﺗﻮﺍﻧﺴﺘﻨﺪ ﻣﻘﺎﺑﻠﻪ ﻛﻨﻨﺪ‪.‬‬
‫ﭘﺎﺩﺷﺎﻫﺎﻥ ﺍﺯ ﻓﻴﻮﺩﺍﻟﻬﺎ ﻣﻲﺧﻮﺍﺳﺘﻨﺪ ﻣﺎﻟﻴﺎﺕ ﺑﭙﺮﺩﺍﺯﻧﺪ‪ .‬ﺗﺠﺎﺭﺕ ﻭ ﺑﺎﻧﻜﺪﺍﺭﻱ ﺑﻪ ﺷﻜﻞ ﺟﺪﻳﺪ ﺁﻏﺎﺯ ﺷﺪ ﻭ‬
‫ﺍﻳﻦ ﻭﺿﻊ‪ ،‬ﺍﻗﺘﺼﺎﺩ ﺷﻬﺮﻫﺎ ﺭﺍ ﺗﻘﻮﻳﻪ ﻛﺮﺩ‪.‬‬

‫ﺍﻓﺰﺍﻳﺶ ﻗﺪﺭﺕ ﭘﺎﺩﺷﺎﻫﺎﻥ‬

‫ﺑﻌﺪ ﺍﺯ ﺍﻳﺠﺎﺩ ﺷﻬﺮﻫﺎ ﻭ ﺷﻬﺮﻧﺸﻴﻨﻲ ﺑﻪ ﻗﺪﺭﺕ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻧﻴﺰ ﺍﻓﺰﻭﺩﻩ ﺷﺪ‪ .‬ﭘﺎﺩﺷﺎﻫﺎﻥ ﺍﺯ ﻓﻴﻮﺩﺍﻟﻬﺎ ﻣﺎﻟﻴﺎﺕ‬
‫ﻣﻲﮔﺮﻓﺘﻨﺪ ﻭ ﺍﺯ ﺁﻧﻬﺎ ﺑﺮﺍﻱ ﻗﺪﺭﺗﻤﻨﺪ ﺷﺪﻥ ﺧﻮﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻲﻛﺮﺩﻧﺪ‪.‬‬
‫ﭘﺎﺩﺷﺎﻫﺎﻥ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩ ﻋﺴﻜﺮ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻤﻮﺩﻧﺪ ﻭ ﻧﻴﺮﻭﻱ ﻧﻈﺎﻣﻲ ﻗﻮﻱ ﻭ ﺩﺍﻳﻤﻲ ﺭﺍ ﺁﻣﺎﺩﻩ ﻭ ﺑﻪ ﺳﺎﺧﺘﻦ‬
‫ﺍﺳﻠﺤﻪ ﻣﺨﺼﻮﺻﺎً ﺗﻮپ ﺍﻗﺪﺍﻡ ﻛﺮﺩﻧﺪ‪ .‬ﺩﺭ ﻫﻤﻴﻦ ﺯﻣﺎﻥ ﻗﺪﺭﺕ ﻛﻠﻴﺴﺎﻫﺎ ﻳﻚ ﺍﻧﺪﺍﺯﻩ ﻣﺤﺪﻭﺩ ﺷﺪ ﻭ ﺑﻪ ﺁﻧﻬﺎ‬
‫ﺍﺟﺎﺯﺓ ﺩﺧﺎﻟﺖ ﺩﺭ ﺍﻣﻮﺭ ﺣﻜﻮﻣﺖ ﺩﺍﺩﻩ ﻧﻤﻲﺷﺪ‪.‬‬
‫ﻛﻠﻴﺴﺎﻫﺎ ﺣﻖ ﮔﺮﻓﺘﻦ ﻣﺎﻟﻴﻪ‪ ،‬ﺩﺍﺩﻥ ﺍﺳﻜﺎﻟﺮﺷﭗ ﻭ ﺍﺭﺍﺋﻪ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﺭﺍ ﺁﻫﺴﺘﻪ ﺁﻫﺴﺘﻪ ﺍﺯ ﺩﺳﺖ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﻋﺼﺮ ﺭﻧﺴﺎﻧﺲ ﻛﺸﻮﺭﻫﺎﻱ ﺍﺭﻭﭘﺎﻳﻲ ﺩﭼﺎﺭ ﺗﻐﻴﻴﺮ ﻭ ﺗﺤﻮﻻﺕ ﺯﻳﺎﺩﻱ ﺷﺪﻧﺪ‪ .‬ﻫﻴﭻ ﻳﻚ ﺍﺯ ﻛﺸﻮﺭﻫﺎ‬
‫ﻭﺿﻌﻴﺖ ﻓﻌﻠﻲ ﺧﻮﺩ ﺭﺍ ﻧﺪﺍﺷﺘﻨﺪ‪.‬‬

‫ﻧﻤﺎﻳﻰ ﺍﺯ ﺑﺎﺯﻳﻬﺎﻯ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﺩﺭ ﺩﻭﺭﻩ ﺭﻧﺴﺎﻧﺲ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﺩﺭ ﻛﺸﻮﺭ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺍﺷﺮﺍﻑ ﻗﺪﺭﺗﻤﻨﺪ ﻭ ﻓﻴﻮﺩﺍﻝﻫﺎ ﺑﺎ ﺣﻀﻮﺭ ﺩﺭ ﭘﺎﺭﻟﻤﺎﻥ ﻳﻚ ﺣﻜﻮﻣﺖ ﺳﻠﻄﻨﺘﻲ ﻣﺸﺮﻭﻃﻪ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻭﺭﺩﻧﺪ‪ .‬ﭘﺎﺩﺷﺎﻫﺎﻥ ﻓﺮﺍﻧﺴﻪ ﻋﻼﻗﻪ ﻣﻨﺪ ﺑﻮﺩﻧﺪ ﺗﺎ ﻗﺪﺭﺕ ﻓﻴﻮﺩﺍﻻﻥ ﺭﺍ ﺗﻀﻌﻴﻒ ﻧﻤﻮﺩﻩ ﻭ ﺑﺎﻻﺧﺮﻩ ﺍﺯ ﻣﻴﺎﻥ‬
‫ﺑﺮﺩﺍﺭﻧﺪ‪ ،‬ﺑﺮﺍﻯ ﻫﻤﻴﻦ ﺣﻜﻮﻣﺖ ﻣﺮﻛﺰﻱ ﺭﺍ ﺗﺸﻜﻴﻞ ﻭ ﺷﻬﺮ ﭘﺎﺭﻳﺲ ﺭﺍ ﻣﺮﻛﺰ ﻗﺮﺍﺭ ﺩﺍﺩﻧﺪ ﻭ ﺑﻪ ﻫﻤﻴﻦ ﻟﺤﺎﻅ‬
‫ﺟﻨﮓ ﺷﺪﻳﺪﻱ ﺭﺥ ﺩﺍﺩ‪.‬‬
‫ﺑﺎ ﺍﻳﻦ ﻫﻤﻪ ﻣﺮﺩﻡ ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﻓﺮﺍﻧﺴﻪ ﺑﻴﺶ ﺍﺯ ﻫﺮ ﭼﻴﺰ ﺩﻳﮕﺮ ﺑﻪ ﻣﻠﺖ ﺧﻮﺩ ﺍﺣﺘﺮﺍﻡ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺩﺭ ﻫﺴﭙﺎﻧﻴﺎ‬
‫ﺗﺤﻮﻻﺕ ﺩﻳﮕﺮﻱ ﺭﺥ ﺩﺍﺩﻩ ﺑﻮﺩ‪ ،‬ﭼﻮﻥ ﻭﻻﻳﺖ ﻫﺎﻱ ﺷﻤﺎﻝ ﻫﺴﭙﺎﻧﻴﺎ ﺩﺭ ﺩﺳﺖ ﭘﺎﺩﺷﺎﻫﺎﻥ ﻋﻴﺴﻮﻱ ﻭ ﺑﺨﺶ ﻫﺎﻱ‬
‫ﺟﻨﻮﺑﻲ ﻫﺴﭙﺎﻧﻴﺎ ﺩﺭ ﺩﺳﺖ ﻣﺴﻠﻤﺎﻧﺎﻥ ﻗﺮﺍﺭ ﺩﺍﺷﺖ ﻭ ﺩﺭ ﻧﺘﻴﺠﺔ ﺟﻨﮓ ﻫﺎﻳﻲ ﻛﻪ ﺑﻴﻦ ﺍﺭﻭﭘﺎﻳﻲ ﻫﺎ ﻭ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺩﺭ‬
‫ﮔﺮﻓﺖ‪ ،‬ﻣﻠﻮﻙ ﺍﻟﻄﻮﺍﻳﻔﻲ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ‪.‬‬

‫ﻳﻜﻰ ﺍﺯ ﺑﻨﺎﻫﺎﻯ ﺩﻭﺭﺓ ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﺍﻳﺘﺎﻟﻴﺎ‬

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 ‫ﺑﻌﻀﻲ ﺍﺯ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺭﺍﻱ ﻭﺣﺪﺕ ﻧﺒﻮﺩﻧﺪ؛ ﻫﻤﻴﺸﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺩﺭ ﺟﻨﮓ ﺑﻪ ﺳﺮﻣﻲ ﺑﺮﺩﻧﺪ ﻭ‬
‫ﻣﻲ ﺧﻮﺍﺳﺘﻨﺪ ﺑﻪ ﻋﻨﻮﺍﻥ ﺩﻭﻟﺖ ﻫﺎﻱ ﻛﻮﭼﻚ ﺟﺪﺍ ﻭ ﻣﺴﺘﻘﻞ ﺯﻧﺪﻩ ﮔﻲ ﻛﻨﻨﺪ‪.‬‬

‫ﻧﻤﻮﻧﺔ ﺍﺯ ﻫﻨﺮ ﻣﻌﻤﺎﺭﻯ ﻋﺼﺮ ﺭﻧﺴﺎﻧﺲ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﺯﻧﺪﻩ ﮔﻲ ﻣﺮﺩﻡ ﺑﻌﺪ ﺍﺯ ﺭﻧﺴﺎﻧﺲ ﺻﺤﺒﺖ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﺷﻬﺮﻧﺸﻴﻨﻲ ﻭ ﺷﻬﺮﻫﺎﻱ ﺗﺎﺯﻩ ﺍﻋﻤﺎﺭ ﺷﺪﻩ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺑﻌﺪ ﺍﺯ ﺭﻧﺴﺎﻧﺲ ﺩﺭ ﺟﺎﻣﻌﺔ ﺍﺭﻭﭘﺎ ﭼﻪ ﺗﺤﻮﻻﺗﻲ ﺭﺥ ﺩﺍﺩ؟‬
‫‪ -2‬ﺩﺭ ﻫﺴﭙﺎﻧﻴﺎ ﻧﻈﺎﻡ ﻣﻠﻮﻙ ﺍﻟﻄﻮﺍﻳﻔﻲ ﭼﮕﻮﻧﻪ ﺍﺯ ﺑﻴﻦ ﺭﻓﺖ؟‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﻳﻜﻢ‬
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫ﻗﺮﻥ ﻭﺳﻄﻲ‬
‫ﻓﺮﻫﻨﮓ‬ ‫ﻋﻠﻢ‪،‬ﺩﺭ‬
‫ﺍﺩﺏ ﻭ‬ ‫ﻋﺮﺻﺔﺍﺭﻭﭘﺎ‬
‫ﻋﻤﻮﻣﻲ‬
‫ﺍﻭﺿﺎﻉ ﺩﺭ‬
‫ﺗﺤﻮﻻﺕ‬

‫ﺗﺼﻮﻳﺮ ﺗﻠﺴﻜﻮپ‬

‫ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﭼﻪ ﺗﺤﻮﻻﺗﻰ ﺩﺭ ﻋﺮﺻﺔ ﻋﻠﻢ‪ ،‬ﺍﺩﺏ ﻭ ﻓﺮﻫﻨﮓ ﺑﻌﺪ ﺍﺯ ﺭﻧﺴﺎﻧﺲ ﺭﻭ ﻧﻤﺎ ﮔﺮﺩﻳﺪ؟‬

‫ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﺩﺭ ﻗﺮﻭﻥ ﻭﺳﻄﻰ ﺑﻪ ﺍﻣﻮﺭ ﺩﻧﻴﻮﻯ ﻛﻤﺘﺮ ﺗﻮﺟﻪ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍﻣﺎ ﺩﺭ ﻋﻬﺪ ﺭﻧﺴﺎﻧﺲ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﺁﻫﺴﺘﻪ‬
‫ﺁﻫﺴﺘﻪ ﻣﺘﻮﺟﻪ ﺯﻧﺪﻩ ﮔﻰ ﻭ ﺟﻬﺎﻥ ﺷﺪﻧﺪ ‪ .‬ﺩﺍﻧﺸﻤﻨﺪﺍﻥ‪ ،‬ﻧﻮﻳﺴﻨﺪﻩ ﮔﺎﻥ ﻭ ﻫﻨﺮﻣﻨﺪﺍﻥ ﺩﺭ ﺑﺨﺶ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﻇﻬﻮﺭ‬
‫ﻧﻤﻮﺩﻧﺪ ﻛﻪ ﺁﺛﺎﺭﺷﺎﻥ ﺗﺎ ﺍﻣﺮﻭﺯ ﭘﺎ ﺑﺮ ﺟﺎ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺯ ﻧﻮﻳﺴﻨﺪﻩ ﮔﺎﻥ ﻣﺸﻬﻮﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ژﺍﻥ ژﺍﻙ ﺭﻭﺳﻮ‪ ،‬ﻣﻮﻧﺘﺴﻜﻮ ﻭ ﻭﻟﺘﺮ ﺑﻮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺯ ﻣﻴﺎﻥ ﻧﻘﺎﺷﺎﻥ ﻭ‬
‫ﻣﺠﺴﻤﻪ ﺳﺎﺯﺍﻥ ﺁﻥ ﺯﻣﺎﻥ ﻣﻰ ﺗﻮﺍﻥ ﺍﺯ ﻣﻴﻜﻞ ﺁﻧﮋ ﻭ ﻟﻴﻮﻧﺎﺭﺩﻭ ﺩﺍﻭﻳﻨﭽﻰ ﻧﺎﻡ ﺑﺮﺩ‪ .‬ﺩﺭ ﻋﺮﺻﺔ ﺍﺩﺑﻴﺎﺕ ﺑﺎﻳﺪ ﮔﻔﺖ‬
‫ﻛﻪ ﺩﺳﺘﻮﺭ ﺯﺑﺎﻥ ﻭ ﻟﻐﺖ ﺍﻫﻤﻴﺖ ﺑﻴﺸﺘﺮ ﻳﺎﻓﺖ‪ ،‬ﻫﻤﭽﻨﻴﻦ ﻣﺮﺩﻡ ﺍﺯ ﻣﻘﺮﺭﺍﺕ ﻋﻠﻢ ﺣﻘﻮﻕ ﺁﮔﺎﻫﻰ ﺣﺎﺻﻞ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﻋﺼﺮ ﺭﻧﺴﺎﻧﺲ ﻣﻜﺎﺗﺐ ﺩﺭ ﺧﺎﺭﺝ ﺍﺯ ﻛﻠﻴﺴﺎ ﺍﻳﺠﺎﺩ ﺷﺪﻧﺪ‪ .‬ﻣﻄﺎﻟﻌﻪ ﺩﺭ ﻣﻮﺭﺩ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﺁﻏﺎﺯ ﺷﺪ‪ ،‬ﺩﺭ ﻃﺐ ﻭ‬
‫ﻃﺒﺎﺑﺖ ﭘﻴﺸﺮﻓﺖ ﺑﻪ ﻋﻤﻞ ﺁﻣﺪ‪.‬‬
‫ﻳﻜﻰ ﺍﺯ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﻣﺎﻧﻨﺪ ﻭﻳﻠﻴﻢ ﻫــﺎﺭﻭﻯ ﺩﺭ ﻣــﻮﺭﺩ ﮔــﺮﺩﺵ ﺧﻮﻥ ﺩﺭ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﺗﺤﻘﻴﻘﺎﺗﻰ ﺍﻧﺠﺎﻡ ﺩﺍﺩ‬
‫ﻫﻤﭽﻨﻴﻦ ﺩﺭ ﺑﺨﺶﻫﺎﻯ ﻧﺠﻮﻡ ﻭ ﺟﻐﺮﺍﻓﻴﻪ ﻧﻴﺰ ﭘﻴﺸﺮﻓﺖﻫﺎﻳﻰ ﺻــﻮﺭﺕﮔــﺮﻓــﺖ‪ ،‬ﻣﺎﺷﻴﻦ ﭼــﺎپ ﺗﻮﺳﻂ‬
‫ﮔﻮﺗﻨﺒﺮگﺁﻟﻤﺎﻧﻰﺍﺧﺘﺮﺍﻉﺷﺪﻭﺗﻠﺴﻜﻮپﺭﺍﮔﺎﻟﻴﻠﻪﺍﺧﺘﺮﺍﻉﻧﻤﻮﺩ‪.‬‬

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 ‫ﻣﺎﺷﻴﻦ ﺑﺨﺎﺭ ﺩﺭ ﺍﻭﺍﺧﺮ ﻗﺮﻥ ﻫﻔﺪﻫﻢ ﺑﺮﺍﻯ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺑﻪ ﻛﺎﺭ ﺍﻓﺘﺎﺩ‪ ،‬ﻫﻤﭽﻨﻴﻦ ﺗﻔﻨﮓ ﻫﺎﻯ ﺳﻨﮕﻴﻨﻰ ﭘﻴﺪﺍ‬
‫ﺷﺪ ﻛﻪ ﺑﺮﺍﻯ ﺗﻴﺮ ﺍﻧﺪﺍﺯﻯ ﺁﻥ ﺭﺍ ﺑﻪ ﺭﻭﻯ ﭘﺎﻳﺔ ﻣﺨﺼﻮﺹ ﻗﺮﺍﺭ ﻣﻰ ﺩﺍﺩﻧﺪ‪.‬‬
‫ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﺎ ﺍﻃﻼﻋﺎﺕ ﺗﺎﺯﻩ ﻳﻲ ﻛﻪ ﺩﺭ ﻋﻠﻢ ﺟﻐﺮﺍﻓﻴﻪ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺗﻮﺍﻧﺴﺘﻨﺪ ﺑﻪ ﻗﺴﻤﺖ ﻫﺎﻱ‬
‫ﺟﻨﻮﺑﻲ ﺍﻓﺮﻳﻘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﺳﻔﺮ ﻛﻨﻨﺪ ﻭ ﺣﺘﻲ ﺑﻪ ﺩﺭﻳﺎﻧﻮﺭﺩﻱ ﺩﺭ ﺍﻃﺮﺍﻑ ﺯﻣﻴﻦ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬ﺁﻧﻬﺎ ﺑﺎ ﺍﺧﺘﺮﺍﻉ‬
‫ﻗﻄﺐ ﻧﻤﺎ ﺗﻮﺍﻧﺴﺘﻨﺪ ﻣﺴﺎﻓﺮﺕ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺍﻧﺪﻛﻰ ﺳﻬﻞ ﺳﺎﺯﻧﺪ‪ .‬ﻣﺎﺭﻛﻮﭘﻮﻟﻮ ﺑﺎ ﻣﺴﺎﻓﺮﺕ ﺧﻮﺩ ﺑﻪ ﭼﻴﻦ ﺑﻪ‬
‫ﺭﺷﺪ ﺩﺍﻧﺶ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﻣﺮﺩﻡ ﺍﺭﻭﭘﺎ ﻛﻤﻚ ﻧﻤﻮﺩ‪.‬‬
‫ﺯﻣﺎﻧﻲ ﻛﻪ ﺑﺸﺮ ﺍﻃﻼﻋﺎﺕ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ ﺑﻴﺸﺘﺮ ﺣﺎﺻﻞ ﻧﻤﻮﺩ؛ ﺁﻫﺴﺘﻪ ﺁﻫﺴﺘﻪ ﻧﻘﺸﻪ ﻫﺎﻱ ﺑﻬﺘﺮﻱ ﺗﻬﻴﻪ ﮔﺮﺩﻳﺪﻩ‬
‫ﻭ ﺩﺭﺑﺎﺭﺓ ﺭﺍﻩ ﻫﺎ‪ ،‬ﺳﺮﺯﻣﻴﻦ ﻫﺎ ﻭ ﺩﺭﻳﺎ ﻫﺎ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺗﻜﻤﻴﻞ ﺷﺪ‪.‬‬

‫ﺗﺼﻮﻳﺮ ﻣﺎﺭﻱ ﺍﻭﺭﻭﺍ ﻭﻟﺘﺮ‬ ‫ﺗﺼﻮﻳﺮ ژﺍﻥ ژﺍﻙ ﺭﺳﻮ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﻓﻮﺍﻳﺪ ﺍﺧﺘﺮﺍﻋﺎﺕ ﺩﻭﺭﺓ ﺭﻧﺴﺎﻧﺲ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻫﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ‪ :‬ﻣﻌﻠﻮﻣﺎﺕ ﺩﻫﻨﺪ ﻛﻪ ﻗﺒﻞ ﺍﺯ ﺍﻳﺠﺎﺩ ﻣﻜﺎﺗﺐ ﻣﺮﺩﻡ ﺩﺭﻛﺠﺎ ﺑﻪ ﻓﺮﺍﮔﻴﺮﻯ ﻋﻠﻢ ﻭ ﺩﺍﻧﺶ‬
‫ﻣﻰ ﭘﺮﺩﺍﺧﺘﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﺭ ﺯﻣﺎﻥ ﺭﻧﺴﺎﻧﺲ ﭼﻪ ﺍﺣﺴﺎﺱ ﺗﺎﺯﻩ ﻳﻰ ﺩﺭ ﺍﻧﺴﺎﻥ ﻫﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ؟‬
‫‪ -2‬ﺩﻭ ﺗﻦ ﺍﺯ ﻧﻮﻳﺴﻨﺪﻩ ﮔﺎﻥ ﻣﺸﻬﻮﺭ ﺍﻳﻦ ﺩﻭﺭﻩ ﺭﺍ ﻣﻌﺮﻓﻲ ﻛﻨﻴﺪ‪.‬‬
‫‪ -3‬ﺩﺭ ﻋﻬﺪ ﺭﻧﺴﺎﻧﺲ ﺍﺭﻭﭘﺎﻳﻲ ﻫﺎ ﺑﺎ ﭼﻪ ﺩﺳﺖ ﺁﻭﺭﺩ ﻫﺎﻳﻰ ﺩﺭ ﻋﺮﺻﺔ ﻃﺐ ﻭ ﻃﺒﺎﺑﺖ ﻧﺎﻳﻞ ﺁﻣﺪﻧﺪ؟‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺩﺭ ﻣﻮﺭﺩ ﻓﺎﻳﺪﺓ ﻣﺎﺷﻴﻦ ﭼﺎپ ﻭ ﺗﻠﺴﻜﻮپ ﺍﺯ ﺑﺰﺭﮔﺎﻥ ﺧﺎﻧﻮﺍﺩﺓ ﺷﺎﻥ ﻣﻌﻠﻮﻣﺎﺕ ﺑﻪ‬
‫ﺩﺳﺖ ﺁﻭﺭﻧﺪ ﻭ ﺩﺭ ﺻﻨﻒ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭ ﺩﻭﻡ‬
‫ﺩﺭﺱ ﺍﻭﻝ‬
‫ﻗﺮﻥ ﻭﺳﻄﻲ‬ ‫ﺩﺭ ﺩﺭ‬
‫ﺍﺭﻭﭘﺎ‬ ‫ﺍﺭﻭﭘﺎ‬ ‫ﻋﻤﻮﻣﻲ‬
‫ﺑﺰﺭگ‬ ‫ﻫﺎﻯ‬‫ﺍﻭﺿﺎﻉ‬
‫ﺍﻧﻘﻼﺏ‬

‫ﻣﺎﺷﻴﻦ ﺑﺨﺎﺭ‬
‫ﺁﻳﺎ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﻳﻌﻨﻲ ﭼﻪ؟‬

‫ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﺍﻧﮕﻠﺴﺘﺎﻥ‬

‫ﺗﺤﻮﻟﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﺯﻣﻴﻨﺔ ﺻﻨﻌﺖ ﻳﺎ ﺑﻪ ﻋﺒﺎﺭﻩ ﺩﻳﮕﺮ ﺗﻐﻴﻴﺮ ﻭ ﺗﺤﻮﻟﻲ ﺭﺍ ﻛﻪ ﺩﺭ ﻛﺸﻮﺭ ﻫﺎﻱ ﭘﻴﺸﺮﻓﺘﻪ ﻏﺮﺑﻲ ﺩﺭ ﺯﻣﻴﻨﺔ ﺑﻪ‬
‫ﻛﺎﺭﮔﻴﺮﻱ ﻣﺎﺷﻴﻦﻫﺎﻱ ﺻﻨﻌﺘﻲ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ ‪ ،‬ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ‬
‫ﻣﻲ ﻧﺎﻣﻨﺪ‪.‬‬
‫ﻧﺸﺎﻧﻪ ﻫﺎﻯ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﻛﻪ ﺩﺭ ﻧﻴﻤﻪ ﺩﻭﻡ ﻗﺮﻥ ﻫﮋﺩﻫﻢ‬
‫ﺩﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ ﺑﻪ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﺭﺳﻴﺪ؛ ﺑﻪ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﻣﺒﺪﻝ‬
‫ﺷﺪ‪.‬‬
‫ﺗﺎ ﺳﺎﻝ ‪1850‬ﻡ ﺍﻳﻦ ﺍﻧﻘﻼﺏ‪ ،‬ﺑﺮﻳﺘﺎﻧﻴﺎﻯ ﻛﺒﻴﺮ ﺭﺍ ﺛﺮﻭﺗﻤﻨﺪ‬
‫ﺗﺮﻳﻦ ﻛﺸﻮﺭ ﺩﻧﻴﺎ ﻛﺮﺩ‪ .‬ﺍﻣﺎ ﻋﺎﻣﻞ ﻋﻤﺪﺓ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﺩﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ‬
‫ﭘﻴﺮﻭﺯﻯ ﺍﻧﻘﻼﺏ ﺯﺭﺍﻋﺘﻰ ﺑﻮﺩ‪ .‬ﺗﺤﻮﻝ ﺩﺭ ﺑﺨﺸﻬﺎﻯ ﺯﺭﺍﻋﺘﻰ ﻭ‬
‫ﻣﺎﻟﺪﺍﺭﻯ ﺳﺒﺐ ﺷﺪ ﻛﻪ ﺍﻓﺰﺍﻳﺶ ﭼﺸﻤﮕﻴﺮﻯ ﺩﺭ ﺗﻮﻟﻴﺪ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ‬
‫ﻣﺎﺷﻴﻦ ﺗﻜﻪ ﺑﺎﻓﻲ ﺍﺯ ﺩﺳﺘﺎﻭﺭﺩ ﻫﺎﻱ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ‬
‫ﺻﻮﺭﺕ ﮔﻴﺮﺩ ﻭ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﻓﺮﺍﻭﺍﻥ ﻭ ﺍﺭﺯﺍﻥ ﺩﺭ ﺩﺳﺘﺮﺱ ﻣﺮﺩﻡ‬
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 ‫ﻗﺮﺍﺭ ﮔﻴﺮﺩ‪ .‬ﺑﻨﺎ ﺑﺮﺍﻳﻦ ﺯﻣﻴﻨﻪ ﻫﺎﻯ ﺧﺮﻳﺪ ﻛﺎﻻﻫﺎﻱ ﺻﻨﻌﺘﻰ ﺑﺮﺍﻱ ﻣﺮﺩﻡ ﭘﻴﺪﺍ ﺷﺪ‪.‬‬
‫ﺍﺧﺘﺮﺍﻉ ﻣﺎﺷﻴﻦ ﺑﺨﺎﺭ ﺗﻮﺳﻂ ﺟﻴﻤﺰﻭﺍﺕ ﻧﻘﺶ ﻣﻬﻤﻰ ﺭﺍ ﺩﺭ ﺍﻳﻦ ﺍﻧﻘﻼﺏ ﺑﺎﺯﻯ ﻛﺮﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﺍﺧﺘﺮﺍﻉ ﻭ‬
‫ﺍﺳﺘﻔﺎﺩﺓ ﻣﺎﺷﻴﻦ ﺑﺨﺎﺭ‪ ،‬ﺭﻭﺷﻬﺎﻯ ﺟﺪﻳﺪ ﺫﻭﺏ ﺁﻫﻦ ﻧﻴﺰ ﺑﻪ ﻣﻴﺎﻥ ﺁﻣﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺻﻨﻌﺖ ﺗﻜﻪ ﺑﺎﻓﻰ ﻧﻴﺰ ﻳﻚ‬
‫ﮔﺎﻡ ﻣﻬﻢ ﺑﻪ ﺳﻮﻯ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﺑﻮﺩ‪.‬‬

‫ﻟﻨﺪﻥ‪ ،‬ﺳﺎﻋﺖ ﺑﻴﮕﺒﻴﻦ‬

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 ‫ﻓﺼﻞ ‪3‬‬
‫ﺭﺷﺪ ﺻﻨﻌﺖ ﻛﻪ ﺍﺑﺘﺪﺍ ﺩﺭ ﺑﺮﻳﺘﺎﻧﻴﺎ ﺁﻏﺎﺯ ﺷﺪ؛ ﺩﺭ ﺳﺎﻟﻬﺎﻯ ﻣﺨﺘﻠﻒ ﻗﺮﻥ ﻧﻮﺯﺩﻫﻢ ﺑﺎ ﺳﺮﻋﺖ ﺩﺭ ﻣﻤﺎﻟﻚ ﺩﻳﮕﺮ‬
‫ﺍﺭﻭﭘﺎ ﻭ ﺁﻣﺮﻳﻜﺎ ﮔﺴﺘﺮﺵ ﻳﺎﻓﺖ‪ .‬ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﺑﻌﺪ ﺍﺯ ﺳﺎﻝ ‪ 1850‬ﻡ ﺩﺭ ﻛﺸﻮﺭ ﻫﺎﻯ ﺩﻳﮕﺮﻯ ﺍﺭﻭﭘﺎﻳﻰ ﻣﺎﻧﻨﺪ‬
‫ﺑﻠﮋﻳﻚ‪ ،‬ﻓﺮﺍﻧﺴﻪ ﻭ ﺁﻟﻤﺎﻥ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻛﺸﻮﺭ ﻫﺎ ﻫﻢ ﻧﺴﺎﺟﻰ ﺭﻭﻝ ﻣﻬﻢ ﺭﺍ ﺑﺎﺯﻱ ﻣﻰ ﻛﺮﺩ‪.‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻲ ﺍﻧﮕﻠﺴﺘﺎﻥ ﻧﻜﺎﺗﻲ ﺭﺍ ﺩﺍﻧﺴﺘﻴﻢ ﺣﺎﻝ ﺑﻴﺎﻳﻴﺪ ﺑﺪﺍﻧﻴﻢ ﺍﻧﻘﻼﺏ ﻛﺒﻴﺮ ﻓﺮﺍﻧﺴﻪ ﭼﮕﻮﻧﻪ‬
‫ﺭﻭﻳﺪﺍﺩﻱ ﺑﻮﺩ؟‬

‫ﺍﻧﻘﻼﺏ ﻛﺒﻴﺮ ﻓﺮﺍﻧﺴﻪ‬

‫ﺍﻧﻘﻼﺏ ﻛﺒﻴﺮ ﻓﺮﺍﻧﺴﻪ ﺩﺭ ﺳﺎﻝ ‪ 1789‬ﻡ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺖ‪ ،‬ﭘﻴﺶ ﺍﺯ ﺍﻧﻘﻼﺏ ﻭﺿﻊ ﻣﺮﺩﻡ ﻓﺮﺍﻧﺴﻪ ﺍﺯ ﺑﻌﻀﻰ‬
‫ﺟﻬﺎﺕ ﻧﺴﺒﺖ ﺑﻪ ﺳﺎﻳﺮ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺍﻧﺪﻛﻰ ﺑﻬﺘﺮ ﺑﻮﺩ‪ ،‬ﺍﻣﺎ ﺑﺎ ﺁﻥ ﻫﻢ ﻣﺸﺨﺼﺎﺕ ﺣﻜﻮﻣﺖ ﻫﺎﻯ ﻓﺮﺍﻧﺴﻪ ﻋﺒﺎﺭﺕ ﺑﻮﺩ‬
‫ﺍﺯ ﻇﻠﻢ ﻭ ﺍﺳﺘﺒﺪﺍﺩ ﺗﻔﺎﻭﺕ ﻣﻴﺎﻥ ﻃﺒﻘﺎﺕ ﻭ ﺿﻊ ﺧﺮﺍﺏ ﺍﻗﺘﺼﺎﺩﻯ ﻛﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺭﺍ ﻭﺍﺩﺍﺭ ﺳﺎﺧﺖ ﺗﺎ‬
‫ﺍﺯ ﻭﺿﻌﻴﺖ ﺍﺟﺘﻤﺎﻉ ﺁﻥ ﺯﻣﺎﻥ ﺍﻧﺘﻘﺎﺩ ﻧﻤﺎﻳﻨﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﻣﻮﻧﺘﺴﻜﻴﻮ‪ ،‬ﻭﻟﺘﺮ‪ ،‬ژﺍﻥ ژﺍﻙ ﺭﻭﺳﻮ‪ ،‬ﺩﻳﺪﺭﻭ ‪ ،‬ﺁﺩﺍﻡ ﺍﺳﻤﻴﺖ‬
‫ﻭﻏﻴﺮﻩ‪.‬‬
‫ﻭﺭﺷﻜﺴﺘﮕﻰ ﺍﻗﺘﺼﺎﺩﻯ ﻭ ﺗﻬﻰ ﺷﺪﻥ ﺧﺰﺍﻧﺔ ﺩﻭﻟﺖ ﻧﻴﺰ ﺍﺯ ﻋﻠﺖ ﻫﺎﻱ ﺑﺮﻭﺯ ﺍﻧﻘﻼﺏ ﺑﻮﺩ‪ .‬ﻟﻮﻳﻰ ﺷﺎﻧﺰﺩﻫﻢ‬
‫ﻧﻤﻰ ﺗﻮﺍﻧﺴﺖ ﺭﻋﺎﻳﺎ ﺭﺍ ﻛﻨﺘﺮﻭﻝ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﻣﺮﺩﻡ ﻃﺒﻘﺔ ﺳﻮﻡ ﻳﺎ ﻃﺒﻘﻪ ﭘﺎﺋﻴﻦ ﺟﺎﻣﻌﻪ ﮔﺮﺩ ﻫﻢ ﺁﻣﺪﻧﺪ ﻭ ﺑﻪ ﺟﺎﻯ ﺁﻧﻜﻪ ﺑﺎ ﻧﻤﺎﻳﻨﺪﻩﮔﺎﻥ ﻃﺒﻘﺎﺕ ﺑﺎﻻ ﻳﻜﺠﺎ‬
‫ﺷﻮﻧﺪ؛ ﺧﻮﺩ ﺷﺎﻥ ﻣﺠﻠﺴﻲ ﺭﺍ ﺗﺸﻜﻴﻞ ﺩﺍﺩﻩ ﻭ ﺁﻥ ﺭﺍ ﻣﺠﻠﺲ ﻣﻠﻰ ﻧﺎﻣﻴﺪﻧﺪ ﻭ ﺗﻌﻬﺪ ﻧﻤﻮﺩﻧﺪ ﺗﺎ ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﻓﺮﺍﻧﺴﻪ‬
‫ﺭﺍ ﺩﺍﺭﺍﻯ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻰ ﻧﻜﻨﻨﺪ ﻣﺘﻔﺮﻕ ﻧﺨﻮﺍﻫﻨﺪ ﺷﺪ‪.‬‬
‫ﺍﻣﺎ ﺳﺮ ﻭ ﺻﺪﺍ ﺍﻳﺠﺎﺩ ﺷﺪ ﻛﻪ ﭘﺎﺩﺷﺎﻩ ﻣﻰ ﺧﻮﺍﻫﺪ ﻣﺠﻠﺲ ﺁﻧﻬﺎ ﺭﺍ ﻣﻨﺤﻞ ﻛﻨﺪ ﺑﻨﺎﺑﺮﺍﻳﻦ ﻣﺮﺩﻡ ﺩﺳﺖ ﺑﻪ ﺷﻮﺭﺵ‬
‫ﺯﺩﻧﺪ ﻭ ﺩﺭ ‪ 14‬ﺟﻨﻮﺭﻯ ‪ 1789‬ﺑﻪ ﺯﻧﺪﺍﻥ ﺑﺎﺳﺘﻴﻞ ﺣﻤﻠﻪ ﺑﺮﺩﻧﺪ ﻭ ﺯﻧﺪﺍﻧﻴﺎﻥ ﺭﺍ ﺁﺯﺍﺩ ﻛﺮﺩﻧﺪ‪.‬‬

‫ﺗﺼﻮﻳﺮﻯ ﺍﺯ ﺍﻧﻘﻼﺏ ﻛﻴﺒﺮ ﻓﺮﺍﻧﺴﻪ‬

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 ‫ﺩﺭ ﺍﻳﻦ ﺯﻣﺎﻥ ﻟﻮﻳﻰ ﺷﺎﻧﺰﺩﻫﻢ ﻭ ﺯﻧﺶ ﻣﺎﺭﻯ ﺍﻧﺘﻮﺍﻧﺖ ﺳﻌﻰ ﻛﺮﺩﻧﺪ ﺍﺯ ﻓﺮﺍﻧﺴﻪ ﻓﺮﺍﺭ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﻣﺎ ﺍﺯ ﻓﺮﺍﺭ‬
‫ﺁﻧﻬﺎ ﺟﻠﻮﮔﻴﺮﻯ ﺷﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻣﺮﺩﻡ ﺍﺯ ﺁﻧﻬﺎ ﺳﻠﺐ ﺍﻋﺘﻤﺎﺩ ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﺍﺛﺮﺍﺕ ﺍﻧﻘﻼﺏ ﻓﺮﺍﻧﺴﻪ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﺑﻠﻜﻪ ﺩﺭ ﺍﻛﺜﺮ ﻛﺸﻮﺭﻫﺎﻯ ﺍﺭﻭﭘﺎﻳﻰ ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺑﻪ ﻫﻤﻴﻦ‬
‫ﻟﺤﺎﻅ ﺍﻳﻦ ﺍﻧﻘﻼﺏ ﺭﺍ ﺍﻧﻘﻼﺏ ﻛﺒﻴﺮ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬

‫ﻣﺤﺎﺻﺮﻩ ﺯﻧﺪﺍﻥ ﺑﺎﺳﺘﻴﻞ ﺗﻮﺳﻂ ﺍﻧﻘﻼﺑﻴﻮﻥ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ ﻭ ﺑﻪ ﻣﺒﺎﺣﺜﻪ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬
‫‪ -1‬ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﻣﺰﺍﻳﺎﻱ ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫‪ -2‬ﮔﺮﻭﻩ ﺩﻭﻡ ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻨﻜﻪ ﺣﻜﻮﻣﺖ ﻓﺮﺍﻧﺴﻪ ﭼﻪ ﻣﺸﺨﺼﺎﺗﻲ ﺩﺍﺷﺖ ﺑﻪ ﻣﺒﺎﺣﺜﻪ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻣﺎﺷﻴﻦ ﺑﺨﺎﺭ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻰ ﺍﺧﺘﺮﺍﻉ ﺷﺪ؟‬
‫‪ -2‬ﺍﻧﻘﻼﺏ ﺻﻨﻌﺘﻰ ﺑﻌﺪ ﺍﺯ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺩﺭ ﻛﺠﺎﻫﺎ ﺑﻪ ﻭﻗﻮﻉ ﭘﻴﻮﺳﺖ؟‬
‫‪ -3‬ﻣﺠﻠﺲ ﻣﻠﻲ ﺩﺭ ﻓﺮﺍﻧﺴﻪ ﭼﮕﻮﻧﻪ ﺗﺸﻜﻴﻞ ﺷﺪ؟ ﺗﻮﺿﻴﺢ ﺩﻫﻴﺪ‪.‬‬

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 ‫ﻓﺼﻞ ‪١‬‬
‫ﺩﺭ ﻣﻮﺭﺩ ﻧﯿﺎﺭﻫﺎی ﺍﺳﺎﺳﯽ ﭼﻪ ﻣﯽ ﺩﺍﻧﯿﺪ ؟‬ ‫ﺩﺭﺱ ‪١‬‬

‫ﻓﺼﻞﻫﻔﺘﻢ‬

‫ﺗﺎﺭﻳﺦ ﺍﻣﺮﻳﻜﺎ‬
‫ﺷﺎﻣﻞ ﺩﺭﺱ ﻫﺎﻯ ﺯﻳﺮﺍﺳﺖ‪:‬‬
‫‪ -1‬ﺗﻤﺪﻥ ﻣﺎﻳﺎ )‪(Maya‬؛‬
‫‪ -2‬ﺗﻤﺪﻥ ﺁﺯﺗﻚ )‪(Aztec‬؛‬
‫‪ -3‬ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ )‪(Aeenka‬؛‬
‫‪ -4‬ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﻫﺎ؛‬
‫‪ -5‬ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﺓ ﺍﻣﺮﻳﻜﺎ‪.‬‬

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 ‫ﺍﻫﺪﺍﻑ ﻓﺼﻞ‬

‫‪ -1‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻣﻬﺎﺟﺮﺕ ﻣﺮﺩﻣﺎﻧﻲ ﺍﺯ ﺁﺳﻴﺎ ﺑﻪ ﺍﻣﺮﻳﻜﺎ؛‬

‫‪ -2‬ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻣﺮﺩﻣﺎﻧﻲ ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎ ﺁﺷﻨﺎ ﺷﻮﻧﺪ؛‬

‫‪ -3‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ؛‬

‫‪ -4‬ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪ ﻛﻪ ﭼﮕﻮﻧﻪ ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﺑﻪ ﻣﻴﺎﻥ ﺁﻣﺪ؛‬

‫‪ -5‬ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺁﺷﻨﺎﻳﻲ ﭘﻴﺪﺍ ﻧﻤﺎﻳﻨﺪ؛‬

‫‪ -6‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﻫﺎ؛‬

‫‪ -7‬ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎﻳﺪ ﺑﺪﺍﻧﻨﺪﻛﻪ ﭼﺮﺍ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﻪ ﺩﻧﻴﺎﻱﻧﻮ)ﺍﻣﺮﻳﻜﺎ( ﻣﻬﺎﺟﺮﺕ ﻧﻤﻮﺩﻧﺪ؛‬

‫‪ -8‬ﺁﺷﻨﺎﻳﻲ ﺷﺎﮔﺮﺩﺍﻥ ﺑﺎ ﻣﺮﺍﺣﻞ ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ‪.‬‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭﺳﻮﻡ‬

‫ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﭼﮕﻮﻧﻪ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ؟‬

‫ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎ ﻣﻬﺎﺟﺮﺕ ﺍﻗﻮﺍﻡ ﺍﺯ ﺁﺳﻴﺎ ﺑﻪ ﺁﻣﺮﻳﻜﺎ ﺁﺷﻨﺎ ﻣﻰ ﺷﻮﻳﺪ؛ ﻣﺮﺩﻣﺎﻧﻰ ﻛﻪ ﻧﺨﺴﺘﻴﻦ ﺗﻤﺪﻥ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻣﺎﻳﺎ‬
‫ﺩﺭ ﺁﻣﺮﻳﻜﺎﻯ ﻣﺮﻛﺰﻯ ﺍﺳﺎﺱ ﮔﺬﺍﺷﺘﻨﺪ‪.‬‬

‫ﻗﺒﻞ ﺍﺯ ﺁﻥ ﻛﻪ ﺍﻧﺴﺎﻧﻬﺎ ﺑﻪ ﺯﺭﺍﻋﺖ ﺩﺳﺖ ﻳﺎﺑﻨﺪ‪ ،‬ﺿﺮﻭﺭﺕ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺧﻮﻳﺶ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﺷﻜﺎﺭ ﺣﻴﻮﺍﻧﺎﺕ ﻭﺣﺸﻲ ﻭ‬
‫ﺟﻤﻊﺁﻭﺭﻱﻣﻴﻮﻩﻫﺎﺭﻓﻊﻣﻲﻧﻤﻮﺩﻧﺪ‪،‬ﺁﻧﻬﺎﺑﺮﺍﻱﺑﻪﺩﺳﺖﺁﻭﺭﺩﻥﻏﺬﺍﻣﺠﺒﻮﺭﺑﻮﺩﻧﺪﺍﺯﻳﻚﻣﻨﻄﻘﻪﺑﻪﻣﻨﻄﻘﻪﺩﻳﮕﺮﻣﻬﺎﺟﺮﺕ‬
‫ﻧﻤﺎﻳﻨﺪ ﻭ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﻏﻨﻲ ﻭ ﺧﻮﺑﺘﺮﻱ ﺭﺍ ﭘﻴﺪﺍ ﻛﻨﻨﺪ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﺍﻳﻦ ﺟﻤﻌﻴﺖ ﻫﺎﻱ ﻣﻬﺎﺟﺮ ﻳﻜﻲ ﻫﻢ ﻗﻮﻡ ﻣﺎﻳﺎ ﺑﻮﺩ‪.‬‬
‫ﺗﻌﺪﺍﺩﻱ ﺍﺯ ﺍﻗﻮﺍﻡ ﺷﻤﺎﻝ ﺷﺮﻕ ﺑﺮﺍﻋﻈﻢ ﺁﺳﻴﺎ ﺑﻪ ﺳﻮﻱ ﻗﺎﺭﻩ ﺍﻣﺮﻳﻜﺎ ﻣﻬﺎﺟﺮﺕ ﻛﺮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﻧﻈﺮ ﺑﻪ ﺧﺼﻮﺻﻴﺎﺕ ﻭ‬
‫ﺷﺒﺎﻫﺖ ﻫﺎﻱ ﻇﺎﻫﺮﻱ ﺍﺯ ﻧﮋﺍﺩ ﻣﻐﻮﻝ ﺑﻮﺩﻧﺪ‪ .‬ﺩﺭ ﺯﻣﺎﻥ ﻫﺎﻱ ﺩﻭﺭ ﺑﻪ ﺻﻮﺭﺕ ﺗﺪﺭﻳﺠﻲ ﺍﺯ ﺁﺳﻴﺎ ﺑﻪ ﻣﻬﺎﺟﺮﺕ ﺁﻏﺎﺯ ﻧﻤﻮﺩﻩ‬
‫ﻭ ﺍﺯ ﻃﺮﻳﻖ ﺍﻻﺳﻜﺎ ﺑﻪ ﻧﺴﺒﺖ ﻳﺨﺒﻨﺪﺍﻥ ﺩﺍﺧﻞ ﺍﻣﺮﻳﻜﺎﻯ ﺷﻤﺎﻟﻲ ﺷﺪﻧﺪ‪ .‬ﺑﻌﺪﺍ ً ﺑﺨﺸﻲ ﺍﺯ ﺁﻧﻬﺎ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ ﺭﺍ ﺗﺮﻙ‬
‫ﻧﻤﻮﺩﻧﺪ ﻭ ﺑﻪ ﻃﺮﻑ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺟﻨﻮﺏ ﺣﺮﻛﺖ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﻗﻮﺍﻡ ﻣﺎﻳﺎ ﻣﺸﺘﻤﻞ ﺍﺯ ﺑﻴﺴﺖ ﻗﺒﻴﻠﻪ ﺑﻮﺩﻩ ﻛﻪ ﺩﺭ ﺗﻤﺎﻡ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﺳﻜﻮﻧﺖ‬
‫ﻣﻲﻧﻤﻮﺩﻧﺪ‪ .‬ﺣﺪﻭﺩ ‪ 613‬ﺳﺎﻝ ﻗﺒﻞ ﺍﺯ ﻣﻴﻼﺩ ﺩﺭ ﻃﺮﺯ ﺯﻧﺪﻩﮔﻲ ﻗﺒﺎﻳﻞ ﻣﺎﻳﺎ ﺗﺤﻮﻻﺕ ﺑﺰﺭﮔﻲ ﺭﻭﻱ ﺩﺍﺩ‪ ،‬ﺯﻧﺪﻩﮔﻲ‬
‫ﺍﺑﺘﺪﺍﻳﻲ ﺭﺍ ﺗﺮﻙ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﺯﻧﺪﻩﮔﻲ ﺯﺭﺍﻋﺘﻲ ﺭﻭﻱ ﺁﻭﺭﺩﻧﺪ‪ .‬ﺭﻓﺘﻪ ﺭﻓﺘﻪ ﺍﺳﺎﺱ ﻳﻚ ﺗﻤﺪﻥ ﺭﺍ ﺑﻨﺎ ﮔﺬﺍﺷﺘﻨﺪ‪.‬‬
‫ﻣﺮﺩﻣﺎﻥ ﻣﺎﻳﺎ ﺑﺎ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﺍﻣﻮﺭ ﺯﺭﺍﻋﺘﻲ ﻣﻨﺎﺳﺒﺎﺕ ﺗﺠﺎﺭﺗﻲ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻣﻘﺪﻣﺎﺗﻲ ﺑﺎ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ‬

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 ‫ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻨﺪ‪ .‬ﺍﻣﺎ ﺑﺎ ﻓﺮﺍ ﺭﺳﻴﺪﻥ ﺧﺸﻜﺴﺎﻟﻲ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ‪ ،‬ﻗﺒﺎﻳﻞ ﻣﺎﻳﺎ ﻣﺠﺒﻮﺭ ﺷﺪﻧﺪ ﺗﺎ ﺑﻪ ﻃﺮﻑ‬
‫ﺳﺮﺯﻣﻴﻦﻫﺎﻱ ﺷﻤﺎﻟﻰ ﻣﻬﺎﺟﺮﺕ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺩﺭ ﺁﻧﺠﺎ ﺩﻭ ﺑﺎﺭﻩ ﺑﻪ ﺳﺎﺧﺘﻦ ﺷﻬﺮﻫﺎ‪ ،‬ﻣﻨﺎﺯﻝ‪ ،‬ﻣﻌﺎﺑﺪ ﻭ ﺍﻫﺮﺍﻡ ﺷﺮﻭﻉ ﻧﻤﻮﺩﻧﺪ‪.‬‬
‫ﻣﺎﻳﺎ ﺑﺎ ﻋﻠﻮﻡ ﻣﺨﺘﻠﻔﻲ ﻣﺎﻧﻨﺪ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﺁﺷﻨﺎﻳﻲ ﺩﺍﺷﺘﻪ ﻭ ﺟﻨﺘﺮﻱ ﻳﺎ ﺗﻘﻮﻳﻢ ﺭﺍ ﻧﻴﺰ ﺳﺎﺧﺘﻪ ﺑﻮﺩﻧﺪ‪.‬‬
‫ﻛﺎﻫﻨﺎﻥ )ﭘﻴﺸﻮﺍﻳﺎﻥ ﻣﺬﻫﺒﻲ( ﺩﺭ ﺍﺟﺘﻤﺎﻉ ﻗﺒﺎﻳﻞ ﻣﺎﻳﺎ ﻧﻘﺸﻲ ﻣﻬﻢ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺁﻧﻬﺎ ﺳﺘﺎﺭﻩ ﺷﻨﺎﺳﻲ ﺭﺍ ﻣﻲ ﺩﺍﻧﺴﺘﻨﺪ‪ ،‬ﺑﻪ ﻫﻤﻴﻦ‬
‫ﻟﺤﺎﻅ ﻛﺎﻫﻨﺎﻥ ﺩﺭ ﻣﻴﺎﻥ ﻣﺮﺩﻡ ﻗﺎﺑﻞ ﺍﺣﺘﺮﺍﻡ ﺑﻮﺩﻧﺪ‪ .‬ﺍﺯ ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﺁﺛﺎﺭ ﺯﻳﺎﺩﻱ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﺍﺯ ﺟﻤﻠﻪ ﻣﻲﺗﻮﺍﻥ ﺑﻪ ﻫﺮﻡ‬
‫)ﺍﻟﻜﺎﺳﺘﻮﻥ( ﺩﺭ ﺷﺒﻪ ﺟﺰﻳﺮﻩ ﻳﻮﻛﺎﺗﺎﻥ ﺍﺷﺎﺭﻩ ﻛﺮﺩ‪.‬‬

‫ﻫﺮﻡ ﺍﻟﻜﺎﺳﺘﻮﻥ ﺩﺭﺣﺪﻭﺩ ‪ 23‬ﻣﺘﺮ ﺍﺭﺗﻔﺎﻉ ﺩﺍﺭﺩ ﻭ ﺍﺯ ﻟﺤﺎﻅ ﻫﻨﺮ ﻣﻌﻤﺎﺭﻱ ﺩﺍﺭﺍﻱ ﺍﺭﺯﺵ ﺯﻳﺎﺩﻱ ﺍﺳﺖ ﻛﻪ ﺳﺎﻻﻧﻪ ﻫﺰﺍﺭﺍﻥ ﺟﻬﺎﻧﮕﺮﺩ ﺍﺯ ﺁﻥ ﺩﻳﺪﻥ ﻣﻲ‬
‫ﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭﺻﻨﻒ ﺗﺤﺖ ﻧﻈﺮ ﻣﻌﻠﻢ ﺑﻪ ﺳﻪ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪:‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ ‪ :‬ﺩﺭ ﺑﺎﺭﺓ ﻣﻬﺎﺟﺮﺕ ﻫﺎﻱ ﺍﻗﻮﺍﻡ ﺍﺯ ﺁﺳﻴﺎ ﺑﻪ ﺍﻣﺮﻳﻜﺎ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ ‪ :‬ﺩﺭ ﻣﻮﺭﺩ ﭼﮕﻮﻧﮕﻲ ﺗﺸﻜﻴﻞ ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﮔﻔﺘﮕﻮ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺳﻮﻡ ‪ :‬ﺩﺭ ﺑﺎﺭﺓ ﻓﺮﻫﻨﮓ ﻭ ﻣﻌﻤﺎﺭﻱ ﻫﺎﻱ ﻣﺎﻳﺎ ﺑﺤﺚ ﻧﻤﻮﺩﻩ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﻧﻤﺎﻳﻨﺪﻩ ﻫﺎﻱ ﻫﺮ ﺳﻪ‬
‫ﮔﺮﻭﻩ ﺩﺭ ﺻﻨﻒ ﺍﺭﺍﺋﻪ ﻛﻨﻨﺪ‪.‬‬
‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬
‫‪ -1‬ﻣﺎﻳﺎ ﻫﺎ ﭼﮕﻮﻧﻪ ﺑﻪ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ ﻣﻬﺎﺟﺮﺕ ﻛﺮﺩﻧﺪ؟‬
‫‪ -2‬ﺩﺭﺑﺎﺭﻩ ﻃﺮﺯ ﺯﻧﺪﻩ ﮔﻲ ﻣﺎﻳﺎﻫﺎ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻯ ﻣﺮﻛﺰﻱ ﭼﻨﺪ ﺳﻄﺮ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -3‬ﺭﺍﺟﻊ ﺑﻪ ﻫﺮﻡ ﺍﻟﻜﺎﺳﺘﻮﻥ ﭼﻪ ﻣﻲ ﺩﺍﻧﻴﺪ؟‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭﭼﻬﺎﺭﻡ‬

‫ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻫﺎ ﺩﺭﻛﺠﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ؟‬

‫ﺩﺭ ﺩﺭﺱ ﮔﺬﺷﺘﻪ ﺑﺎ ﻣﻬﺎﺟﺮﺗﻬﺎﻱ ﻣﺮﺩﻣﺎﻥ ﺍﺯ ﺁﺳﻴﺎ ﺑﻪ ﺍﻣﺮﻳﻜﺎ ﻭ ﺗﺸﻜﻴﻞ ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﺁﺷﻨﺎ‬
‫ﺷﺪﻳﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎ ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻛﻪ ﺑﻪ ﺟﺎﻱ ﺗﻤﺪﻥ ﻣﺎﻳﺎ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ ﺁﺷﻨﺎ ﻣﻰ ﺷﻮﻳﺪ‪.‬‬

‫ﻣﺮﺩﻡ ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﻣﺸﺘﻤﻞ ﺍﺯ ﺑﻴﺴﺖ ﻗﺒﻴﻠﻪ ﺑﻮﺩﻧﺪ‪ .‬ﻳﻜﻲ ﺍﺯ ﺍﻳﻦ ﻗﺒﻴﻠﻪ ﻫﺎ ﺑﻪ ﻧﺎﻡ ﻗﻮﻡ ﺁﺯﺗﻚ ﺩﺭ‬
‫ﻣﻨﻄﻘﻪ ﻣﻜﺴﻴﻜﻮ ﺳﺎﻛﻦ ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻗﻮﻡ ﺑﻪ ﺩﻻﻭﺭﻱ ﻭ ﺟﻨﮕﺠﻮﻳﻲ ﻣﺸﻬﻮﺭ ﺑﻮﺩﻧﺪ‪ .‬ﺁﺯﺗﻚ ﻫﺎ ﺩﺭ ﺍﻭﺍﻳﻞ‬
‫ﻗﺮﻥ ﭼﻬﺎﺭﺩﻫﻢ ﻣﻴﻼﺩﻱ ﺗﻤﺎﻡ ﻗﻠﻤﺮﻭ ﻣﺎﻳﺎ ﻫﺎ ﺭﺍ ﺗﺼﺮﻑ ﻧﻤﻮﺩﻧﺪ‪ ،‬ﺑﻌﺪﻫﺎ ﺣﺪﻭﺩ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺁﺯﺗﻚ ﻫﺎ ﺗﻤﺎﻡ‬
‫ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﻭ ﻣﺨﺼﻮﺻﺎً ﻣﻜﺴﻴﻜﻮ ﺭﺍ ﺩﺭﺑﺮ ﻣﻲﮔﺮﻓﺖ‪.‬‬
‫ﺍﺯ ﺩﺳﺖ ﺁﻭﺭﺩﻫﺎﻱ ﺗﻤﺪﻥ ﺁﻧﻬﺎ ﻣﻲ ﺗﻮﺍﻧﻴﻢ ﭘﻴﺸﺮﻓﺖ ﺩﺭ ﺯﻣﻴﻨﻪ ﻫﺎﻱ ﻫﻨﺮ ﻣﻌﻤﺎﺭﻱ‪ ،‬ﻋﻠﻢ ﻧﺠﻮﻡ ﻭ ﺭﻳﺎﺿﻴﺎﺕ‬
‫ﻧﺎﻡ ﺑﺒﺮﻳﻢ‪ .‬ﺧﻂ ﺍﻳﺸﺎﻥ ﺍﺯ ﻧﻮﻉ ﺧﻂ ﺗﺼﻮﻳﺮﻱ ﺑﻮﺩ‪ .‬ﺩﺭ ﻣﻴﺎﻥ ﺁﺯﺗﻚ ﻫﺎ ﻳﻚ ﺗﻌﺪﺍﺩﺷﺎﻥ ﺑﺎ ﺁﻭﻳﺨﺘﻦ ﺍﻭﺯﺍﻥ‪ ،‬ﻧﺮﻣﻪ‬
‫ﮔﻮﺵ ﻫﺎﻱ ﺧﻮﺩ ﺭﺍ ﺩﺭﺍﺯ ﻣﻲ ﻛﺮﺩﻧﺪ‪ .‬ﺯﻳﺮﺍ ﺩﺭﺍﺯ ﻧﻤﻮﺩﻥ ﻧﺮﻣﻪ ﻫﺎﻱ ﮔﻮﺵ ﻧﺸﺎﻧﻪ ﻧﺠﻴﺐ ﺯﺍﺩﻩ ﮔﻲ ﺑﻮﺩ‪.‬ﻛﺎﻫﻨﺎﻥ‬
‫ﺩﺭ ﺍﺟﺘﻤﺎﻉ ﺁﺯﺗﻚ ﻫﺎ ﻫﻤﺎﻧﻨﺪ ﺟﺎﻣﻌﻪ ﻣﺎﻳﺎ ﻧﻘﺶ ﻣﻬﻤﻲ ﺩﺍﺷﺘﻨﺪ‪.‬ﺁﺯﺗﻚ ﻫﺎ ﻣﺮﺩﻡ ﺯﻳﺮﻙ ﻭ ﺑﺎﻫﻮﺵ ﺑﻮﺩﻧﺪ‪.‬ﺁﻧﻬﺎ‬
‫ﺭﻭﺍﺑﻂ ﺧﻮﻳﺶ ﺭﺍ ﺑﺎ ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻪ ﺑﻮﺩﻧﺪ‪ .‬ﺗﻮﻟﻴﺪﺍﺕ ﺻﻨﺎﻳﻊ ﺩﺳﺘﻲ ﻭ ﻫﻨﺮﻱ ﺧﻮﺩ ﺭﺍ ﺑﻪ‬
‫ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺻﺎﺩﺭ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬

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 ‫ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺁﺯﺗﻚ ﻫﺎ ﻣﺪﺕ ‪ 200‬ﺳﺎﻝ ﻃﻮﻝ ﻛﺸﻴﺪ ﭘﺲ ﺍﺯ ﺍﻛﺘﺸﺎﻓﺎﺕ ﺟﻐﺮﺍﻓﻴﺎﻳﻲ‪ ،‬ﻫﺴﭙﺎﻧﻴﺎﻳﻰ ﻫﺎ ﺑﻪ‬
‫ﺳﺮﺯﻣﻴﻦ ﺁﺯﺗﻚ ﻫﺎ ﻭﺍﺭﺩ ﺷﺪﻧﺪ ﻭ ﺁﻧﺠﺎ ﺭﺍ ﺗﺼﺮﻑ ﻛﺮﺩﻧﺪ‪ .‬ﺁﺛﺎﺭ ﺗﺎﺭﻳﺨﻲ ﺁﺯﺗﻚ ﻫﺎ ﻛﻪ ﺑﻪ ﺷﻜﻞ ﺍﺷﻴﺎﻱ‬
‫ﺗﺼﻮﻳﺮﻱ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻨﺪ‪ ،‬ﺗﻮﺳﻂ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻣﻨﻬﺪﻡ ﻭ ﻧﺎﺑﻮﺩ ﺷﺪﻧﺪ‪ .‬ﭼﻮﻥ ﻣﻄﺎﺑﻖ ﺳﻠﻴﻘﺔ ﻣﺬﻫﺒﻲ ﻭ ﻃﺮﺯ ﺗﻔﻜﺮ‬
‫ﺁﻧﺎﻥ ﻧﺒﻮﺩ‪.‬‬
‫ﭘﺎﻳﺘﺨﺖ ﺁﺯﺗﻚ ﻫﺎ ﻛﻪ ﺷﻬﺮ ﻣﻬﻢ‬
‫ﺍﻣﭙﺮﺍﺗﻮﺭﻳﺸﺎﻥ ﺑﻮﺩ ﻧﻴﺰ ﺑﺎ ﺧﺎﻙ ﻳﻜﺴﺎﻥ‬
‫ﮔﺮﺩﻳﺪ ﻭ ﻫﺴﭙﺎﻧﻴﺎﻳﻰ ﻫﺎ ﺩﺭ ﺁﻥ ﺷﻬﺮ ﻳﻚ‬
‫ﻛﻠﻴﺴﺎﻱ ﻋﻈﻴﻤﻲ ﺑﻨﺎ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺗﻤﺎﻡ ﺍﺩﺑﻴﺎﺕ ﺁﺯﺗﻚ ﻫﺎ ﺑﻪ ﺍﺛﺮ ﺣﻤﻼﺕ‬
‫ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﻧﺎﺑﻮﺩ ﺷﺪﻩ ﻭ ﻓﻘﻂ ﺳﻪ ﻛﺘﺎﺏ‬
‫ﺍﺯﺁﻧﻬﺎ ﺑﺎﻗﻲ ﻣﺎﻧﺪﻩ ﺍﺳﺖ ﻛﻪ ﺗﺎ ﺍﻛﻨﻮﻥ ﻛﺴﻲ‬
‫ﻧﺘﻮﺍﻧﺴﺘﻪ ﺍﺳﺖ ﺁﻧﻬﺎ ﺭﺍ ﺑﺨﻮﺍﻧﺪ‪.‬‬

‫ﺗﺼﻮﻳﺮﻯ ﺍﺯ ﻣﺠﺴﻤﻪ ﻫﺎﻯ ﮔﻮﺵ ﺩﺭﺍﺯﺍﻥ ﺁﺯﺗﻚ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪ .‬ﮔﺮﻭﻩ ﺍﻭﻝ ﺩﺭﺑﺎﺭﻩ ﺑﻪ ﻗﺪﺭﺕ ﺭﺳﻴﺪﻥ ﺁﺯﺗﻚ ﻫﺎ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ‬
‫ﻭ ﮔﺮﻭﻩ ﺩﻭﻡ ﺩﺭﺑﺎﺭﺓ ﺩﺳﺖ ﺁﻭﺭﺩ ﻫﺎﻱ ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻫﺎ ﺑﺤﺚ ﻧﻤﻮﺩﻩ ﻭ ﻫﺮﮔﺮﻭﻩ ﻧﺘﻴﺠﻪ ﺷﺎﻥ ﺭﺍ ﺩﺭ‬
‫ﭘﻴﺶ ﺭﻭﻱ ﺻﻨﻒ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬
‫‪ -1‬ﭼﻪ ﻛﺴﺎﻧﻲ ﻗﻠﻤﺮﻭ ﻣﺎﻳﺎﻫﺎ ﺭﺍ ﺗﺼﺮﻑ ﻛﺮﺩﻧﺪ؟‬
‫‪ -2‬ﺁﺯﺗﻚ ﻫﺎ ﻣﻨﺎﺳﺒﺎﺕ ﺗﺠﺎﺭﺗﻲ ﺧﻮﻳﺶ ﺭﺍ ﺑﺎ ﻛﺪﺍﻡ ﻣﻨﺎﻃﻖ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻪ ﺑﻮﺩﻧﺪ؟‬
‫‪ -3‬ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺁﺯﺗﻚ ﻫﺎ ﺗﻮﺳﻂ ﻛﻲ ﻫﺎ ﻭ ﭼﮕﻮﻧﻪ ﻭﻳﺮﺍﻥ ﺷﺪ؟‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫ﺧﻼﺻﻪ ﺩﺭﺱ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﻭﺍﻟﺪﻳﻦ ﺗﺎﻥ ﺗﺸﺮﻳﺢ ﻛﻨﻴﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭﭘﻨﺠﻢ‬

‫ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﭼﮕﻮﻧﻪ ﺗﻤﺪﻧﻲ ﺑﻮﺩ؟‬

‫ﺩﺭ ﺩﺭﺱ ﮔﺬﺷﺘﻪ ﺩﺭ ﺑﺎﺭﺓ ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻫﺎ ﻣﻄﺎﻟﺒﻲ ﺧﻮﺍﻧﺪﻳﺪ‪ .‬ﺍﻛﻨﻮﻥ ﺑﺎ ﺍﻗﻮﺍﻡ ﺍﻳﻨﻜﺎ ﻛﻪ ﺍﺳﺎﺱ ﺗﻤﺪﻥ ﺑﺰﺭﮔﻲ‬
‫ﺭﺍ ﺩﺭ ﺍﻣﺮﻳﻜﺎﻯ ﺟﻨﻮﺑﻲ ﮔﺬﺍﺷﺘﻪ ﺑﻮﺩﻧﺪ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻳﺪ‪.‬‬

‫ﻣﺮﺩﻣﺎﻧﻲ ﻛﻪ ﺍﺯ ﺑﺮﺍﻋﻈﻢ ﺁﺳﻴﺎ ﺑﻪ ﺍﻣﺮﻳﻜﺎ ﻣﻬﺎﺟﺮﺕ ﻛﺮﺩﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺩﺭ ﺁﻧﺠﺎ ﺳﻪ ﻣﺮﻛﺰ ﻋﻤﺪﻩ ﺗﻤﺪﻥ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﺁﻭﺭﺩﻧﺪ ﻛﻪ ﻋﺒﺎﺭﺕ ﺑﻮﺩ ﺍﺯ ﺗﻤﺪﻥ ﻫﺎﻱ ﻣﻜﺴﻴﻜﻮ‪ ،‬ﺍﻣﺮﻳﻜﺎﻯ ﻣﺮﻛﺰﻱ ﻭ ﭘﻴﺮﻭ‪.‬‬
‫ﺍﻳﻨﻜﺎ ﻧﻴﺰ ﻳﻜﻲ ﺍﺯ ﺍﻗﻮﺍﻡ ﻣﻬﺎﺟﺮ ﺁﺳﻴﺎﻳﻲ ﺑﻮﺩﻧﺪ‪ .‬ﺁﻧﻬﺎ ﺍﺯ ﺑﺮﺍﻋﻈﻢ ﺁﺳﻴﺎ ﺑﻪ ﻗﺎﺭﻩ ﺍﻣﺮﻳﻜﺎ ﺍﺯ ﻃﺮﻳﻖ ﺁﻻﺳﻜﺎ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺍﻣﺮﻳﻜﺎﻯ ﺟﻨﻮﺑﻲ ﻛﺸﺎﻧﺪﻧﺪ‪ .‬ﻗﻠﻤﺮﻭ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺍﻳﻨﻜﺎ ﺳﺮﺍﺳﺮ ﻛﻨﺎﺭﻩ ﻫﺎﻱ ﻏﺮﺑﻲ‬
‫ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺭﺍ ﺩﺭﺑﺮ ﻣﻲ ﮔﺮﻓﺖ ﻛﻪ ﺍﻛﻮﺍﺩﻭﺭ ﺩﺭ ﺷﻤﺎﻝ ﺗﺎ ﭼﻴﻠﻲ ﺩﺭﺟﻨﻮﺏ ﺭﺍ ﺷﺎﻣﻞ ﻣﻰ ﺷﺪ‪.‬‬
‫ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﺩﺭ ﻗﺮﻥ ﺩﻭﺍﺯﺩﻫﻢ ﻣﻴﻼﺩﻱ ﺁﻏﺎﺯ ﮔﺮﺩﻳﺪ‪ .‬ﺑﺮﺧﻼﻑ ﺁﺯﺗﻚ ﻫﺎ‪ ،‬ﺍﻳﻨﻜﺎ ﻫﺎ ﺗﻮﺍﻧﺴﺘﻨﺪ ﻳﻚ ﺟﺎﻣﻌﻪ‬
‫ﻣﺘﺤﺪ ﻭ ﻳﻜﭙﺎﺭﭼﻪ ﺭﺍ ﺑﻮﺟﻮﺩ ﺁﻭﺭﻧﺪ‪ .‬ﺗﻤﺎﻣﻲ ﻗﺪﺭﺕ ﺳﻴﺎﺳﻲ ﺩﺭ ﺩﺳﺖ ﭘﺎﺩﺷﺎﻩ ﺑﻮﺩ‪ .‬ﭘﺎﺩﺷﺎﻩ ﺍﻳﻨﻜﺎ ﺑﻪ ﻛﻤﻚ ﻛﺎﻫﻨﺎﻥ‬
‫ﻣﺬﻫﺒﻲ ﺑﺎ ﺟﺪﻳﺖ ﺧﺎﺹ ﺩﺭ ﻗﻠﻤﺮﻭ ﺧﻮﻳﺶ ﺣﻜﻮﻣﺖ ﻣﻲ ﻛﺮﺩ ﻭ ﺧﻮﺩ ﺭﺍ ﻓﺮﺯﻧﺪ ﻭ ﻧﻤﺎﻳﻨﺪﺓ ﺧﺪﺍ ﻣﻲ ﺩﺍﻧﺴﺖ‪.‬‬
‫ﻣﺮﺩﻡ ﻫﻴﭻ ﺍﺧﺘﻴﺎﺭﻱ ﺍﺯ ﺧﻮﺩ ﻧﺪﺍﺷﺘﻨﺪ ﻭ ﺗﺤﺖ ﺍﻭﺍﻣﺮ ﭘﺎﺩﺷﺎﻩ ﻭ ﻛﺎﻫﻨﺎﻥ ﻣﺬﻫﺒﻲ ﺯﻧﺪﻩ ﮔﻲ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﻳﻨﻜﺎ ﺩﺭ ﻋﻠﻢ ﻧﺠﻮﻡ ﻭ ﺭﻳﺎﺿﻴﺎﺕ ﺍﺯ ﺁﺯﺗﻚ ﻫﺎ ﻋﻘﺐ ﻣﺎﻧﺪﻩ ﺗﺮ ﺑﻮﺩﻩ ﺍﻣﺎ ﺩﺭ ﻣﻬﻨﺪﺳﻲ ﻣﻌﻤﺎﺭﻱ ﻭ‬
‫ﺻﻨﺎﻳﻊ ﺩﺳﺘﻲ ﭘﻴﺸﻘﺪﻡ ﺑﻮﺩﻧﺪ‪ .‬ﺑﺴﻴﺎﺭﻱ ﺍﺯ ﺑﻨﺎﻫﺎ ﻭ ﺟﺎﺩﻩ ﻫﺎﻱ ﺳﺎﺧﺖ ﺩﺳﺖ ﺁﻧﻬﺎ ﻧﺴﺒﺖ ﺑﻪ ﺁﺯﺗﻚ ﻫﺎ ﻋﺎﻟﻲ ﺗﺮ‬

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 ‫ﺑﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺧﻂ ﺍﻳﺸﺎﻥ ﺍﺯ ﻧﻮﻉ ﺗﺼﻮﻳﺮﻱ ﺑﻮﺩ‪ .‬ﺍﻳﻨﻜﺎ ﻫﺎ ﻣﻨﺎﺳﺒﺎﺕ ﺗﺠﺎﺭﺗﻲ ﺧﻮﻳﺶ ﺭﺍ ﺑﺎ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺷﻤﺎﻝ‬
‫ﻭ ﻣﺨﺼﻮﺻﺎً ﺑﺎ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺁﺯﺗﻚ ﻫﺎ ﺑﺮﻗﺮﺍﺭ ﺳﺎﺧﺘﻨﺪ‪.‬‬
‫ﺁﻧﻬﺎ ﺗﻮﻟﻴﺪﺍﺕ ﺻﻨﺎﻳﻊ ﺩﺳﺘﻲ ﺧﻮﻳﺶ ﺭﺍ ﺑﻪ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺁﺯﺗﻚ ﻫﺎ ﺻﺎﺩﺭ ﻣﻴﻜﺮﺩﻧﺪ‪ ،‬ﺩﺭ ﻣﻘﺎﺑﻞ ﻣﻘﺪﺍﺭ‬
‫ﺯﻳﺎﺩﻱ ﺗﺨﻢ ﻫﺎﻱ ﺣﺒﻮﺑﺎﺕ ﻭ ﻏﻠﻪ ﻫﺎﻯ‬
‫ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﺑﻪ ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ‬
‫ﻣﻲ ﺭﺳﻴﺪ ﻭ ﺩﺭ ﺁﻧﺠﺎ ﻛﺸﺖ ﻣﻲ ﺷﺪ‪.‬‬
‫ﺑﺎ ﻭﺻﻒ ﺁﻧﻜﻪ ﻫﺴﭙﺎﻧﻴﻮﻱ ﻫﺎ‬
‫ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﺭﺍ ﻭﻳﺮﺍﻥ ﻧﻤﻮﺩﻧﺪ ﻭ ﺍﻣﭙﺮﺍﺗﻮﻱ‬
‫ﺁﻧﻬﺎ ﺭﺍ ﺍﺯ ﺑﻴﻦ ﺑﺮﺩﻧﺪ‪ ،‬ﺑﺎﺯ ﻫﻢ ﺁﺛﺎﺭ‬
‫ﺯﻳﺎﺩﻱ ﺍﺯ ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﺗﺎ ﺍﻛﻨﻮﻥ ﺑﺎﻗﻲ‬
‫ﻣﺎﻧﺪﻩ ﺍﺳﺖ‪ .‬ﻣﺎﻧﻨﺪ ﺍﺷﻴﺎﻳﻲ ﻃﻼﻳﻲ ﻭ‬
‫ﻧﻘﺮﻩﻳﻲ ﻇﺮﻳﻒ‪،‬ﻛﺎﻧﺎﻝ ﻫﺎﻱ ﺁﺏ ﺭﺳﺎﻧﻲ‬
‫ﻭﻏﻴﺮﻩ‪ .‬ﺍﻳﻦ ﻛﺎﻧﺎﻝﻫﺎ ﺩﺭ ﺩﺍﻣﻨﻪ ﻛﻮﻩﻫﺎﻱ‬
‫ﺍﻧﺪﻳﺰ)‪ (Andes‬ﺑﺮﺍﻱ ﺁﺑﻴﺎﺭﻱ ﺳﺎﺧﺘﻪ‬
‫ﺷﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﻫﻤﭽﻨﺎﻥ ﻗﻠﻌﻪﻫﺎ ﻭ ﭘﻨﺎﻩﮔﺎﻩ‬
‫ﻫﺎﻱ ﻋﻈﻴﻤﻲ ﺳﺎﺧﺘﻪ ﺩﺳﺖ ﺁﻧﻬﺎ‬
‫ﺩﺭﻛﻮﺯﻛﻮ ﻧﻴﺰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬

‫ﺗﻘﻮﻳﻢ ﺍﻳﻨﻜﺎﻫﺎ‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﺻﻨﻒ ﻃﺒﻖ ﻫﺪﺍﻳﺖ ﻣﻌﻠﻢ ﺻﺎﺣﺐ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﻮﻧﺪ‪ .‬ﮔﺮﻭﻩ ﺍﻭﻝ ﺩﺭ ﻣﻮﺭﺩ ﻣﺮﺩﻣﺎﻧﻲ‬
‫ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺑﺤﺚ ﻧﻤﺎﻳﻨﺪ ﻭﮔﺮﻭﻩ ﺩﻭﻡ ﺩﺭﺑﺎﺭﻩ ﺳﺎﺣﺔ ﻗﻠﻤﺮﻭ ﺍﻳﻨﻜﺎ ﺑﺤﺚ ﻭ ﮔﻔﺘﮕﻮ ﻧﻤﻮﺩﻩ ﻭ‬
‫ﻧﺘﻴﺠﻪ ﺭﺍ ﻧﻤﺎﻳﻨﺪﻩ ﻫﺮ ﺩﻭ ﮔﺮﻭﻩ ﺑﺮﺍﻱ ﻫﻤﺼﻨﻔﺎﻥ ﺧﻮﺩ ﺑﮕﻮﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺩﺭ ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ ﭼﻨﺪ ﺗﻤﺪﻥ ﻭ ﺩﺭ ﻛﺪﺍﻡ ﻣﻨﺎﻃﻖ ﺗﺸﻜﻴﻞ ﮔﺮﺩﻳﺪﻩ ﺑﻮﺩ؟‬
‫‪ -2‬ﺳﺎﺣﻪ ﻗﻠﻤﺮﻭ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﺍﻳﻨﻜﺎ ﺭﺍ ﺩﺭ ﺭﻭﻱ ﻧﻘﺸﻪ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬
‫‪ -3‬ﺍﺯ ﻧﮕﺎﻩ ﺳﻴﺎﺳﻲ ﺗﻤﺪﻥ ﺍﻳﻨﻜﺎ ﺑﺎ ﺗﻤﺪﻥ ﺁﺯﺗﻚ ﻫﺎ ﭼﻪ ﺗﻔﺎﻭﺗﻲ ﺩﺍﺷﺖ؟‬
‫‪ -4‬ﺩﺭ ﺑﺎﺭﺓ ﺁﺛﺎﺭ ﺑﺠﺎ ﻣﺎﻧﺪﺓ ﺍﻳﻨﻜﺎ ﻣﻌﻠﻮﻣﺎﺕ ﺩﻫﻴﺪ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺧﺎﺭﺝ ﺻﻨﻒ‬

‫ﻧﻜﺎﺕ ﻣﻬﻢ ﺩﺭﺱ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻱ ﺗﺎﻥ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭﺷﺸﻢ‬
‫ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﻫﺎ ﭼﻪ ﻃﻮﺭ ﺻﻮﺭﺕ ﮔﺮﻓﺖ؟‬

‫ﺷﻤﺎ ﺩﺭ ﻣﻮﺭﺩ ﺯﻧﺪﻩ ﮔﻲ ﻣﺮﺩﻣﺎﻥ ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎ ﻣﻮﺿﻮﻋﺎﺗﻲ ﺭﺍ ﺧﻮﺍﻧﺪﻳﺪ‪ ،‬ﺩﺭ ﺍﻳﻦ ﺩﺭﺱ ﺑﺎ ﻛﺸﻒ ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ‬
‫ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﻪ ﺁﻧﺠﺎ ﻭ ﺑﺮﺧﻮﺭﺩ ﺁﻧﺎﻥ ﺑﺎ ﺑﻮﻣﻴﺎﻥ ﺍﻣﺮﻳﻜﺎ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻳﺪ‪.‬‬

‫ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ ﺩﺭ ﺍﻛﺘﻮﺑﺮ ﺳﺎﻝ ‪ 1492‬ﻡ ﺗﻮﺳﻂ ﻛﺮﻳﺴﺘﻒ‬

‫ﻛﻮﻟﻤﺐ ﻳﻜﻲ ﺍﺯ ﺩﺭﻳﺎﻧﻮﺭﺩﺍﻥ ﺍﻳﺘﺎﻟﻴﺎﻳﻲ ﺑﻪ ﻛﻤﻚ ﻣﺎﻟﻲ‬
‫ﭘﺎﺩﺷﺎﻫﻲ ﺍﺳﭙﺎﻧﻴﻪ ﻛﺸﻒ ﺷﺪ‪ .‬ﻛﺮﻳﺴﺘﻒ ﻛﻮﻟﻤﺐ ﺗﺎ ﭘﺎﻳﺎﻥ‬
‫ﺯﻧﺪﻩﮔﻲ ﺧﻮﺩ ﺑﺎﻭﺭ ﺩﺍﺷﺖ ﻛﻪ ﺳﺮﺯﻣﻴﻦﻫﺎﻳﻲ ﺭﺍ ﻛﻪ ﺍﻭ ﻛﺸﻒ‬
‫ﻛﺮﺩﻩ ﻗﺴﻤﺘﻲ ﺍﺯ ﺳﻮﺍﺣﻞ ﺷﺮﻗﻲ ﺁﺳﻴﺎ )ﻫﻨﺪ( ﻣﻲ ﺑﺎﺷﺪ‪ .‬ﺍﺯ ﺍﻳﻦ‬
‫ﺭﻭ ﻣﺮﺩﻡ ﺑﻮﻣﻲ ﺍﻳﻦ ﺳﺮﺯﻣﻴﻦ ﺭﺍ ﻫﻨﺪﻱ ﻧﺎﻣﻴﺪ‪ .‬ﺑﻌﺪﻫﺎ ﺍﻳﻦ ﻣﻨﻄﻘﻪ‬
‫ﺑﻪ ﻧﺎﻡ ﻫﻨﺪ ﻏﺮﺑﻲ ﺷﻬﺮﺕ ﻳﺎﻓﺖ‪ .‬ﺩﺭ ﺣﺎﻟﻲ ﻛﻪ ﻣﺮﺩﻣﻰ ﻛﻪ‬
‫ﻭﻱ ﺑﺎ ﺁﻧﻬﺎ ﺁﺷﻨﺎ ﺷﺪﻩ ﺑﻮﺩ ﺳﺮﺥ ﭘﻮﺳﺘﺎﻥ ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎ‬
‫ﺑﻮﺩﻧﺪ‪.‬‬
‫ﺩﺭ ﺁﻏﺎﺯ ﻗﺮﻥ ﺷﺎﻧﺰﺩﻫﻢ ﻣﻴﻼﺩﻱ ﺷﺨﺺ ﺩﻳﮕﺮﻱ ﺍﺯ‬
‫ﻛﺸﻮﺭ ﺍﻳﺘﺎﻟﻴﺎ ﺑﻪ ﻧﺎﻡ ﺍﻣﺮﻳﻜﻮ ﻭﺳﭙﻮﭼﻲ ﺑﻪ ﻗﺴﻤﺖ ﻫﺎﻱ ﺷﻤﺎﻟﻲ‬
‫ﻛﺮﺳﺘﻒ ﻛﻮﻟﻤﺐ‬

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 ‫ﺍﻣﺮﻳﻜﺎﻱ ﺟﻨﻮﺑﻲ ﺳﻔﺮﻛﺮﺩ‪.‬‬
‫ﺍﻭ ﻣﺘﻮﺟﻪ ﺷﺪ ﻛﻪ ﺍﻳﻦ ﺍﺭﺍﺿﻲ‪ ،‬ﻫﻨﺪ ﻧﻴﺴﺖ ﺑﻠﻜﻪ ﻗﺎﺭﺓ ﺟﺪﻳﺪﻱ ﻣﻲ ﺑﺎﺷﺪ ﻟﺬﺍ ﺑﻌﺪﺍ ً ﺍﻳﻦ ﻗﺎﺭﻩ ﺟﺪﻳﺪ ﺭﺍ ﺑﻪ‬
‫ﻧﺎﻡ ﺍﻭ ﺍﻣﺮﻳﻜﺎ ﻳﺎﺩ ﻛﺮﺩﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺑﻪ ﺑﻌﺪ ﺩﻭﻟﺖ ﻫﺎﻱ ﺑﺰﺭگ ﺍﺭﻭﭘﺎﻳﻲ ﺑﻪ ﻃﺮﻑ ﺩﻧﻴﺎﻱ ﻧﻮ )ﺍﻣﺮﻳﻜﺎ( ﻣﻬﺎﺟﺮﺕ‬
‫ﻛﺮﺩﻧﺪ‪.‬‬
‫ﻫﺴﭙﺎﻧﻴﺎﻳﻲ ﻫﺎ ﻭ ﭘﺮﺗﮕﺎﻟﻲ ﻫﺎ ﺑﺎ ﺩﺍﺧﻞ ﺷﺪﻥ ﺷﺎﻥ ﺑﻪ ﻣﻨﺎﻃﻖ ﺍﻣﺮﻳﻜﺎﻱ ﻣﺮﻛﺰﻱ ﻭ ﺟﻨﻮﺑﻲ ﺍﺯ ﺧﺸﻮﻧﺖ‬
‫ﻛﺎﺭﮔﺮﻓﺘﻪ ﻭ ﻣﺮﺩﻡ ﺑﻮﻣﻲ ﺍﻣﺮﻳﻜﺎ ﺭﺍ ﻣﻄﻴﻊ ﺧﻮﺩ ﺳﺎﺧﺘﻨﺪ‪.‬‬
‫ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺗﻮﺍﻧﺴﺘﻨﺪ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺯﻳﺎﺩﻱ ﺭﺍ ﺍﺷﻐﺎﻝ ﻧﻤﺎﻳﻨﺪ ﻭ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﻫﺎﻱ ﺑﺰﺭﮔﻲ ﺭﺍ ﺩﺭ ﺁﻧﺠﺎ ﺗﺸﻜﻴﻞ ﺩﻫﻨﺪ‪.‬‬
‫ﺍﺯ ﻃﺮﻑ ﺩﻳﮕﺮ ﻣﻬﺎﺟﺮﺕ ﻫﺎ ﺑﺎﻋﺚ ﺟﻨﮓ ﻫﺎ ﻣﻴﺎﻥ ﻗﺪﺭﺕ ﻫﺎﻱ ﺑﺰﺭگ ﺍﺭﻭﭘﺎ ﮔﺮﺩﻳﺪ‪ .‬ﺩﺭ ﺍﺛﺮ ﺟﻨﮓ ﺩﻭﻟﺖ ﻫﺎﻱ‬
‫ﺑﺰﺭگ ﺍﺭﻭﭘﺎ ﺑﺮ ﺳﺮﺯﻣﻴﻦ ﻫﺎﻱ ﺍﺷﻐﺎﻝ ﺷﺪﻩ ﺩﺭ ﺍﻣﺮﻳﻜﺎ‪ ،‬ﺯﻣﻴﻨﻪ ﺑﺮﺍﻱ ﺍﺳﺘﻘﻼﻝ ﻣﺮﺩﻡ ﺍﻣﺮﻳﻜﺎ ﻧﻴﺰ ﻣﺴﺎﻋﺪ ﮔﺮﺩﻳﺪ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺑﻪ ﺩﻭ ﮔﺮﻭﻩ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻪ ﻣﺒﺎﺣﺜﻪ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺍﻭﻝ‪ :‬ﺩﺭﻣﻮﺭﺩ ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﻭ ﺍﻳﻦ ﻛﻪ ﺗﻮﺳﻂ ﻛﻲ ﻛﺸﻒ ﮔﺮﺩﻳﺪ ﻣﺒﺎﺣﺜﻪ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﮔﺮﻭﻩ ﺩﻭﻡ‪ :‬ﺩﺭﺑﺎﺭﺓ ﺍﻳﻦ ﻛﻪ ﭼﮕﻮﻧﻪ ﺍﻳﻦ ﻗﺎﺭﻩ ﺭﺍ ﺍﻣﺮﻳﻜﺎ ﻧﺎﻣﻴﺪﻧﺪ ﺑﻪ ﺑﺤﺚ ﺑﭙﺮﺩﺍﺯﻧﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ ﺩﺭ ﻛﺪﺍﻡ ﺳﺎﻝ ﻭ ﺗﻮﺳﻂ ﭼﻪ ﻛﺴﻲ ﻛﺸﻒ ﮔﺮﺩﻳﺪ؟‬
‫‪ -2‬ﭼﺮﺍ ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ ﺭﺍ ﺑﻪ ﺍﻳﻦ ﻧﺎﻡ ﻣﺴﻤﻰ ﻛﺮﺩﻧﺪ؟‬
‫‪ -3‬ﻛﺎﺷﻔﺎﻥ ﺍﻭﻟﻴﻪ ﺍﻣﺮﻳﻜﺎ ﺩﺭ ﻣﻮﺭﺩ ﻗﺎﺭﺓ ﺍﻣﺮﻳﻜﺎ ﭼﻪ ﻓﻜﺮ ﻣﻲ ﻛﺮﺩﻧﺪ؟‬
‫‪ -4‬ﻭﺭﻭﺩ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺑﻪ ﺍﻣﺮﻳﻜﺎ ﺑﺎﻋﺚ ﭼﻪ ﺗﺤﻮﻻﺕ ﺩﺭ ﺁﻧﺠﺎ ﮔﺮﺩﻳﺪ؟‬

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 ‫ﺩﺭﺱ ﺑﻴﺴﺖ ﻭﻫﻔﺘﻢ‬

‫ﺁﻳﺎ ﺩﺭ ﻣﻮﺭﺩ ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ ﭼﻴﺰﻱ ﻣﻴﺪﺍﻧﻴﺪ؟‬

‫ﺭﺍﺟﻊ ﺑﻪ ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﺗﻮﺳﻂ ﻛﻮﻟﻤﺐ ﻭ ﺁﻏﺎﺯ ﻣﻬﺎﺟﺮﺕ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﺩﺭ ﺩﺭﺱ ﮔﺬﺷﺘﻪ ﻣﻌﻠﻮﻣﺎﺗﻲ ﺭﺍ ﺑﻪ‬
‫ﺩﺳﺖ ﺁﻭﺭﺩﻳﺪ ﺍﻛﻨﻮﻥ ﺑﺎ ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ ﺁﺷﻨﺎ ﻣﻲ ﺷﻮﻳﺪ‪.‬‬

‫ﺑﺎ ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﮔﺮﻭﻩ ﻫﺎﻳﻲ ﻛﻪ ﺩﺭ ﺟﺴﺘﺠﻮﻱ ﺛﺮﻭﺕ ﺑﻮﺩﻧﺪ ﺑﻪ ﺁﻧﺠﺎ ﺭﻓﺘﻨﺪ‪ .‬ﺍﻧﮕﻠﺴﺘﺎﻥ ﻭ ﻓﺮﺍﻧﺴﻪ ﺑﻌﺪ ﺍﺯ‬
‫ﻛﺸﻮﺭﻫﺎﻱ ﭘﺮﺗﮕﺎﻝ ﻭﻫﺴﭙﺎﻧﻴﻪ ﺑﺮﺍﻱ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻥ ﺛﺮﻭﺕ ﻫﺎﻱ ﺑﻴﺸﺘﺮ ﺩﻧﻴﺎﻱ ﻧﻮ ﻭﺍﺭﺩ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ‬
‫ﺷﺪﻧﺪ‪.‬‬
‫ﺳﻴﺰﺩﻩ ﺍﻳﺎﻟﺖ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ ﺟﺰ ﺍﻣﭙﺮﺍﺗﻮﺭﻱ ﻣﺴﺘﻌﻤﺮﺍﺗﻲ ﺍﻧﮕﻠﻴﺲ ﻭ ﻗﺴﻤﺖ ﻫﺎﻱ ﺟﻨﻮﺏ ﻛﻪ ﻧﺴﺒﺖ ﺑﻪ‬
‫ﺍﻳﺎﻻﺕ ﺷﻤﺎﻝ ﻋﻘﺐ ﻣﺎﻧﺪﻩ ﺑﻮﺩﻧﺪ‪ ،‬ﺗﺤﺖ ﻗﻴﺎﺩﺕ ﺩﻭﻟﺖ ﻓﺮﺍﻧﺴﻪ ﻗﺮﺍﺭﮔﺮﻓﺖ‪.‬‬
‫ﺩﻭﻟﺖ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺑﺮﺍﻱ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻥ ﭘﻮﻝ ﺍﺯ ﻣﺴﺘﻌﻤﺮﺍﺕ ﺧﻮﻳﺶ ﺩﺭ ﺍﻣﺮﻳﻜﺎ ﺩﺭ ﺳﺎﻝ ‪ 1765‬ﻡ ﻗﺎﻧﻮﻥ ﺍﺧﺬ‬
‫ﻣﺎﻟﻴﺎﺕ ﺑﻪ ﻧﺎﻡ ﻗﺎﻧﻮﻥ ﺗﻤﺒﺮ ﺭﺍ ﺑﺮ ﻣﺮﺩﻡ ﺳﻴﺰﺩﻩ ﺍﻳﺎﻟﺖ ﻭﺿﻊ ﻛﺮﺩ‪.‬‬
‫ﺍﻳﻦ ﻋﻤﻞ ﺑﺎﻋﺚ ﻧﺎﺭﺿﺎﻳﺘﻲ ﻣﺮﺩﻡ ﮔﺮﺩﻳﺪ ﻛﻪ ﺍﺳﺎﺱ ﺍﺧﺘﻼﻓﺎﺕ ﻣﻴﺎﻥ ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﻭ ﻣﺮﺩﻡ ﺍﻣﺮﻳﻜﺎﻱ ﺷﻤﺎﻟﻲ‬
‫ﺷﺪ‪.‬‬
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 ‫ﻣﺮﺩﻡ ﻣﺴﺘﻌﻤﺮﺍﺕ ﺍﺯ ﺧﺮﻳﺪﻥ ﺍﺷﻴﺎﻱ ﺍﻧﮕﻠﻴﺴﻲ ﻛﻪ ﻣﺎﻟﻴﺎﺕ ﮔﻤﺮﻛﻲ ﮔﺰﺍﻑ ﺑﺮ ﺁﻥ ﻭﺿﻊ ﺷﺪﻩ ﺑﻮﺩ‬
‫ﺧﻮﺩﺩﺍﺭﻱ ﻛﺮﺩﻧﺪ ﺑﻌﻀﻲ ﺍﺯ ﺍﺷﻴﺎ ﻭ ﭼﺎﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﻳﺶ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻗﺎﭼﺎﻕ ﺑﺎ ﻛﻤﻚ ﻓﺮﺍﻧﺴﻮﻱ ﻫﺎ‬
‫ﺑﻪ ﺍﻳﺎﻻﺕ ﺧﻮﻳﺶ ﻭﺍﺭﺩ ﻣﻲ ﻛﺮﺩﻧﺪ‪.‬‬
‫ﺍﻣﺎ ﺩﺭ ﺳﺎﻝ ‪ 1773‬ﻡ ﺳﻪ ﻛﺸﺘﻲ ﭼﺎﻱ ﺑﺮﺍﻱ ﺗﺨﻠﻴﻪ ﺩﺭ ﺑﻨﺪﺭ ﺑﻮﺳﺘﻮﻥ ﻟﻨﮕﺮ ﺍﻧﺪﺍﺧﺖ‪ .‬ﺑﺎ ﻭﺟﻮﺩ ﺁﻥ ﻛﻪ‬
‫ﺍﻫﺎﻟﻲ ﺑﺎ ﺁﻣﺪﻥ ﻛﺸﺘﻲﻫﺎﻱ ﭼﺎﻱ ﻣﺨﺎﻟﻔﺖ ﻛﺮﺩﻧﺪ ﺍﻣﺎ ﻛﺸﺘﻲ ﻫﺎ ﺑﺮﻧﮕﺸﺘﻨﺪ‪ .‬ﻣﺮﺩﻡ ﺑﻌﺪﺍ ً ﺧﻮﺩﺷﺎﻥ ﺩﺳﺖ ﺑﻪ ﺩﺳﺖ‬
‫ﺩﺍﺩﻩ ﻭ ﻣﺨﻔﻴﺎﻧﻪ ﺩﺍﺧﻞ ﻛﺸﺘﻲﻫﺎﻱ ﺣﺎﻣﻞ ﺷﺪﻩ ﻭ ﺗﻤﺎﻡ ﺩﺍﺷﺘﻪﻫﺎﻱ ﭼﺎﻱ ﺁﻧﺮﺍ ﺑﻪ ﺑﺤﺮ ﺭﻳﺨﺘﻨﺪ‪.‬‬
‫ﺍﻳﻦ ﻭﺍﻗﻌﻪ ﺑﻬﺎﻧﻪ ﻳﻲ ﺑﺮﺍﻱ ﺁﻏﺎﺯ ﺟﻨﮓ ﺍﺳﺘﻘﻼﻝ ﻣﺮﺩﻡ ﺍﻣﺮﻳﻜﺎ ﮔﺮﺩﻳﺪ‪.‬‬
‫ﺍﻧﻘﻼﺑﻴﻮﻥ ﺑﺮﺍﻱ ﺍﻳﻨﻜﻪ ﻣﻘﺎﻭﻣﺖ ﺩﺭﻣﻘﺎﺑﻞ ﺍﻧﮕﻠﻴﺲ ﻫﺎ ﺑﻪ ﺻﻮﺭﺕ ﻣﻨﻈﻢ ﺩﺭ ﺁﻳﺪ ﺟﻮﺭﺝ ﻭﺍﺷﻨﮕﺘﻦ ﺭﺍ ﺑﻪ ﺣﻴﺚ‬
‫ﻓﺮﻣﺎﻧﺪﻩ ﻛﻠﻲ ﻗﻮﺍ ﺍﻧﺘﺨﺎﺏ ﻛﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺁﻏﺎﺯ ﺍﻧﻘﻼﺑﻴﻮﻥ ﺑﻨﺪﺭ ﺑﻮﺳﺘﻮﻥ ﺭﺍ ﺗﺼﺮﻑ ﻛﺮﺩﻧﺪ‪ .‬ﺟﻨﮓ ﺑﻪ ﺷﺪﺕ ﺍﺩﺍﻣﻪ ﻳﺎﻓﺖ‪.‬‬
‫ﺍﻧﻘﻼﺑﻴﻮﻥ ﺑﺰﻭﺩﻱ ﺗﺸﻜﻴﻞ ﻛﻨﮕﺮﻩ ﻧﻤﻮﺩﻧﺪ ﻭ ﺍﻋﻼﻣﻴﻪ ﺍﺳﺘﻘﻼﻝ ﺍﻣﺮﻳﻜﺎ ﺭﺍ ﺑﻪ ﺗﺼﻮﻳﺐ ﺭﺳﺎﻧﺪﻧﺪ‪.‬‬
‫ﺑﺎﻻﺧﺮﻩ ﺩﺭ ﺳﺎﻝ ‪ 1783‬ﻡ ﺩﻭﻟﺖ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺭﺳﻤﺎً ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ ﺭﺍ ﺑﻪ ﺭﺳﻤﻴﺖ ﺷﻨﺎﺧﺖ‬
‫ﻭ ﺑﻪ ﺩﻭﻟﺖ ﻓﺮﺍﻧﺴﻪ ﺍﺟﺎﺯﻩ ﺩﺍﺩﻩ ﺷﺪ ﺗﺎ ﺩﺭ ﺍﻣﺮﻳﻜﺎ ﺍﺳﺘﺤﻜﺎﻣﺎﺗﻲ ﺭﺍ ﺑﻨﺎ ﻛﻨﺪ‪.‬ﺑﺮﺍﻱ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺩﺭ ﺗﺎﺭﻳﺦ ﺍﻣﺮﻳﻜﺎ ﻣﻠﺖ‬
‫ﺟﺪﻳﺪﻱ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪ‪ ،‬ﻛﻪ ﺩﺍﺭﺍﻱ ﺍﺭﺩﻭﻱ ﻣﺸﺘﺮﻙ ﺑﺎ ﺍﻳﺎﻻﺕ ﻣﺨﺘﻠﻒ ﻭ ﺑﺎ ﻫﻢ ﻣﺘﺤﺪ ﺑﻮﺩﻧﺪ‪ .‬ﺍﻳﻦ ﻛﺸﻮﺭ ﺍﺯ ﺍﻳﻦ‬
‫ﭘﺲ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ ﻧﺎﻣﻴﺪﻩ ﺷﺪ ﻭ ﺑﺎ ﺗﺼﻮﻳﺐ ﻗﺎﻧﻮﻥ ﺍﺳﺎﺳﻲ ﺟﻮﺭﺝ ﻭﺍﺷﻨﮕﺘﻦ ﺑﻪ ﻋﻨﻮﺍﻥ ﺭﺋﻴﺲ ﺟﻤﻬﻮﺭ‪،‬‬
‫ﺍﻧﺘﺨﺎﺏ ﺷﺪ‪.‬‬

‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺧﻞ ﺻﻨﻒ‬

‫ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﺻﻨﻒ ﺩﺭ ﺑﺎﺭﻩ ﭼﮕﻮﻧﮕﻲ ﺍﺧﺬ ﺍﺳﺘﻘﻼﻝ ﻣﺮﺩﻡ ﺍﻣﺮﻳﻜﺎ ﺍﺯ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺑﺤﺚ ﻧﻤﻮﺩﻩ‪ ،‬ﻧﺘﻴﺠﻪ ﺭﺍ ﺩﺭ‬
‫ﺻﻨﻒ ﺍﺭﺍﺋﻪﻧﻤﺎﻳﻨﺪ‪.‬‬

‫ﺳﻮﺍﻝ ﻫﺎ‬ ‫؟‬

‫‪ -1‬ﺑﻌﺪ ﺍﺯ ﻛﺸﻒ ﺍﻣﺮﻳﻜﺎ ﺍﺭﻭﭘﺎﻳﻴﺎﻥ ﭼﺮﺍ ﺑﻪ ﺁﻧﺠﺎ ﺭﻓﺘﻨﺪ؟‬
‫‪ -2‬ﺩﻭﻟﺖ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺑﺮﺍﻱ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻥ ﭘﻮﻝ‪ ،‬ﻛﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺭﺍ ﺑﺮ ﻣﺮﺩﻡ ﺍﻣﺮﻳﻜﺎ ﻭﺿﻊ ﻛﺮﺩ؟‬
‫‪ -3‬ﺩﺭ ﺑﺎﺭﺓ ﻭﺍﻗﻌﻪ ﺑﻨﺪﺭ ﺑﻮﺳﺘﻮﻥ ﭼﻨﺪ ﺳﻄﺮ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -4‬ﺩﺭ ﻛﺪﺍﻡ ﺳﺎﻝ ﺍﺳﺘﻘﻼﻝ ﺍﻳﺎﻻﺕ ﻣﺘﺤﺪﻩ ﺍﻣﺮﻳﻜﺎ ﺍﺯ ﻃﺮﻑ ﺩﻭﻟﺖ ﺍﻧﮕﻠﺴﺘﺎﻥ ﺑﻪ ﺭﺳﻤﻴﺖ ﺷﻨﺎﺧﺘﻪ ﺷﺪ؟‬

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 ‫ﺍﺻﻄﻼﺣﺎﺕ‬

‫ﻓﺼﻞ ﺍﻭﻝ‬
‫ﺧﻼﻓﺖ‪:‬ﺑﻪ ﻧﻈﺎﻡ ﺳﻴﺎﺳﻰ ﺧﺎﺻﻰ ﮔﻔﺘﻪ ﻣﻲ ﺷﻮﺩ ﻛﻪ ﭘﺲ ﺍﺯ ﻭﻓﺎﺕ ﭘﻴﺎﻣﺒﺮ ﺍﺳﻼﻡ)ﺹ(ﺩﺭ ﻣﻴﺎﻥ ﻣﺴﻠﻤﺎﻧﺎﻥ ﺭﻭﺍﺝ‬
‫ﺎﻳﺎﻓﺖ ﻭ ﺗﺎ ﺳﺎﻝ ‪ 41‬ﻕ ﺩﻭﺍﻡ ﻧﻤﻮﺩ‪.‬‬
‫ﻳﻚ ﺷﺨﺺ ﻭﺍﺣﺪ‪.‬‬ ‫ﻳﻰ ﻚ‬ ‫ﻓﺮﻣﺎﻧﺮﻭﺍﻳﻰ‬
‫ﻰ‬ ‫ﻣﻠﻮﻛﻴﺖ‪ :‬ﻧﻈﺎﻡ ﭘﺎﺩﺷﺎﻫﻰ ﺑﺮﺍﺳﺎﺱ ﻓﺮﻣﺎﻧﺮﻭﺍ‬
‫ﻧﻬﻀﺖ‪ :‬ﺟﻨﺒﺶ‪ ،‬ﺣﺮﻛﺖ ﺳﻴﺎﺳﻰ‪ ،‬ﺍﺟﺘﻤﺎﻋﻰ ﺎﻳﺎ ﺍﺩﺑﻰ‪.‬‬
‫ﻗﻴﺎﻡ‪ :‬ﺑﺮﺧﺎﺳﺘﻦ‪،‬ﺣﺮﻛﺖ ﻣﺒﺎﺭﺯﻩ ﻃﻠﺒﺎﻧﻪء ﻣﺮﺩﻡ ﺑﺮ ﺿﺪ ﻧﻈﺎﻡ ﺳﻴﺎﺳﻰ ﺣﺎﻛﻢ‪.‬‬
‫ﺩﺍﻋﻰ )ﺩﺍﻋﻴﺎﻥ(‪ :‬ﺩﻋﻮﺕ ﻛﻨﻨﺪﻩ ‪ ،‬ﻣﺒﻠﻎ ﻭ ﺩﻋﻮﺕ ﻛﻨﻨﺪﻩ ‪.‬‬
‫ﻣﻮﺑﺪ ‪ :‬ﺭﻭﺣﺎﻧﻰ ﻭ ﻣﻼﻯ ﺯﺭﺩﺷﺘﻰ‪.‬‬
‫ﻣﻜﺎﻧﻰ ﻛﻪ ﺯﺭﺩﺷﺘﻴﺎﻥ‪ ،‬ﺁﺗﺶ ﻣﻘﺪﺱ ﺭﺍ ﺩﺭ ﺁﻥ ﻧﮕﻬﺪﺍﺭﻯ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﺩﺭ ﺁﻧﺠﺎ ﺑﻪ ﻋﺒﺎﺩﺕ ﺧﺪﺍﻯ‬ ‫ﺁﺗﺸﻜﺪﻩ‪ :‬ﻣﻜﺎ‬
‫ﻜﺎﻧﻰ‬ ‫ﺁﺗﺸﻜﺪﺪﻩ‪:‬‬
‫ﺁﻳﻴﻦ ﻫﺎﻯ ﻣﺨﺼﻮﺹ ﻣﻰ ﭘﺮﺩﺍﺯﻧﺪ‪.‬‬ ‫ﺍﻧﺠﺎﻡ ﺁﻴﻳﻴﻦ‬
‫ﺧﻮﻳﺶ )ﺍﻫﻮﺭﺍ ﻣﺰﺩﺍ( ﻭ ﻡ‬
‫ﻭ ﺍﺣﺪ ﺧﻮ ﺶ‬
‫ﻳﺶ‬
‫ﻫﻮﻳﺖ ‪ :‬ﺁﻧﭽﻪ ﻛﻪ ﺷﺨﺺ ﻭ ﻳﺎﻳﺎ ﮔﺮﻭﻫﻰ ﺑﺎ ﺁﻥ ﺷﻨﺎﺧﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬ ‫ﻳﺖ‬
‫ﻫﻮ ﺖ‬
‫ﺣﻜﻮﻣﺖ ﺑﺎ ﺷﺪ‪.‬‬
‫ﻳﻚ ﻓﺮﻣﺎﻧﺮﻭﺍ ﻳﺎﻳﺎ ﺣﻜﻮ‬
‫ﻜﻮﻣﺖ‬ ‫ﺯﻳﺮ ﻓﺮﻣﺎﻥ ﻚ‬ ‫ﻗﻠﻤﺮﻭ‪ :‬ﻧﺎﺣﻴﻪ ﻭ ﺳﺮﺯﻣﻴﻨﻰ ﻛﻪ ﺯﻳﺮ‬

‫ﻓﺼﻞ ﺩﻭﻡ‬
‫ﻋﻴﺎﺭ )ﻋﻴﺎﺭﺍﻥ(‪ :‬ﮔﺮﻭﻫﻰ ﺍﺯ ﻣﺮﺩﻡ ﻛﻪ ﺩﺭ ﻃﻮﻝ ﻗﺮﻥ ﺩﻭﻡ ﻭ ﺳﻮﻡ ﻫﺠﺮﻯ ﺩﺭ ﺑﺮﺧﻰ ﺍﺯ ﺷﻬﺮ ﻫﺎﻯ ﺷﺮﻕ ﺍﺳﻼﻣﻰ‬
‫ﻧﺎﻡ ﻫﺎﻯ ﺟﻮﺍﻧﻤﺮﺩﺍﻥ ﻫﻢ ﺎﻳﺎﺩ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﺍﻳﺸﺎﻥ ﺑﻪ ﻡ‬
‫ﻓﻌﺎﻟﻴﺖ ﺩﺍﺷﺘﻨﺪ‪ .‬ﺍ ﺸ‬
‫ﻳﺸﺎﻥ‬
‫ﻭﺯﻳﺮ ﺑﺰﺭگ ‪.‬‬
‫ﺍﺗﺎﺑﻚ‪ :‬ﻣﺮﺑﻰ ﺷﺎﻫﺰﺍﺩﻩ ﻭﺯﻳﺮ‬
‫ﺎﻳﺎﺳﺎ‪ :‬ﻗﺎﻧﻮﻥ ﻭ ﻣﻘﺮﺭﺍﺗﻰ ﻛﻪ ﭼﻨﮕﻴﺰ ﺑﺮﺍﻯ ﻣﻐﻮﻻﻥ ﻭﺿﻊ ﻛﺮﺩﻩ ﺑﻮﺩ‪.‬‬

‫ﻓﺼﻞ ﺳﻮﻡ‬
‫ﺻﻔﻮﻳﺎﻥ ﮔﻔﺘﻪ ﻣﻰ ﺷﺪ ﻛﻪ‬
‫ﻗﺰﻟﺒﺎﺵ‪ :‬ﺑﻪ ﻣﻌﻨﻰ ﺳﺮﺥ ﻛﻼ ﺍﺳﺖ ﻭ ﺩﺭ ﺍﺻﻄﻼﺡ ﺑﻪ ﮔﺮﻭﻩ ﻫﺎﻯ ﻧﻈﺎﻣﻰ ﻃﺮﻓﺪﺍﺭﺍﻥ ﺻﻔﻮﺎﻳﺎﻥ‬
‫ﺳﺮﺥ ﻣﻰ ﮔﺬﺍﺷﺘﻨﺪ‪.‬‬
‫ﺑﺮ ﺳﺮ ﺷﺎﻥ ﻛﻼﻩ ﺥ‬
‫ﻣﻨﺎﺯﻋﻪ‪ :‬ﺟﻨﮓ ﻛﺮﺩﻥ‪ ،‬ﺩﺭﮔﻴﺮ ﺷﺪﻥ‪.‬‬

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