Name: Diana Budko World History A

Date: 12/19/19 Points:

Unit 3 Section 1
Course overview: World History is a survey course covering from early civilizations to modern times, with emphasis
on the political and philosophical roots of western democracy. Topics include: the rise of democratic governments;
political, social and economic developments of the Middle Ages; the Renaissance and era of discovery; the growth
of democracy and nationalism; the industrial revolution; and the two world wars. Postwar problems and recent
developments are also studied.
CA State Standard 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of
Islam in the Middle Ages.

This review provides high school level rigor and context for CA State Standards:

10.4 Students analyze patterns of global change in the era of New Imperialism in at least two of the following
regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.

10.10 Students analyze instances of nation-building in the contemporary world in at least two of the following
regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China

NCSS Thematic Strands:

1. CULTURE
1. "Culture" refers to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of living together of a group of people.
2. Concepts such as: beliefs, values, mores, institutions, cohesion, diversity, accommodation, adaptation, assimilation, and dissonance; 
3. That culture is an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs, values and
behavior patterns.
4. How culture develops and changes in ways that allow human societies to address their needs and concerns; 
5. That individuals learn the elements of their culture through interpersonal and collective experience;
6. How people from different cultures develop diverse cultural perspectives and frames of reference;
7. That behaviors, values, and beliefs of different cultures can lead to cooperation or pose barriers to cross–
2. TIME, CONTINUITY, AND CHANGE
1. Different interpretations of the history of societies, cultures, and humankind;
5. The impact across time and place of key historical forces, such as nationalism, imperialism, globalization, leadership, revolution, wars,
concepts of rights and responsibilities, and religion;
6. Different interpretations of the influences of social, geographic, economic, and cultural factors on the history of local areas, states, nations,
and the world;
7. The contributions of philosophies, ideologies, individuals, institutions, and key events and turning points in shaping history;
3. PEOPLE, PLACES, AND ENVIRONMENTS
1. The theme of people, places, and environments involves the study of the relationships between human populations in different locations and
regional and global geographic phenomena, such as landforms, soils, climate, vegetation, and natural resources;
2. Concepts such as: location, physical and human characteristics of national and global regions in the past and present, and the interactions of
humans with the environment;
4. The causes and impact of resource management, as reflected in land use, settlement patterns, and ecosystem changes;
7. Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs;
5. INDIVIDUALS, GROUPS, AND INSTITUTIONS
1. This theme helps us use sociological and anthropological theories about how individuals are members of groups and institutions, and how
they influence and shape those groups and institutions;
Name: Diana Budko World History A
Date: 12/19/19 Points:

3. The influence of individuals, groups, and institutions on people and events in historical and contemporary settings;
5. The impact of tensions and examples of cooperation between individuals, groups, and institutions, with their different belief systems;
6. POWER, AUTHORITY, AND GOVERNANCE
4. The ideologies, political cultures, structures, institutions, and processes of political systems that differ from those of the United States, and
compare these with the political system of the United States;
5. Mechanisms by which governments meet the needs and wants of citizens, regulate territory, manage conflict, establish order and security,
and balance competing conceptions of a just society;
8. SCIENCE, TECHNOLOGY, AND SOCIETY
4. Consequences of science and technology for individuals and societies;
10. Science and technology have contributed to making the world increasingly interdependent;

Assignments:

Chapter 9 Lesson 1: The First Muslims

Worksheet: Trade in the Arabian Peninsula
Chapter 9 Lesson 2: The Arab Empire and the Caliphates
Worksheet: Abu Bakr
Worksheet: The Battle of Tours
Chapter 9 Lesson 3: Islamic Civilization
Worksheet: Ibn Sina
Worksheet: Ibn-Rushd
Check-in 3.1

- Don’t forget to complete Key Assignment #3 by 11/8 -

-Content Vocabulary-
Directions: complete vocabulary words as you complete the unit.

Quran the holy scriptures of the religion of Islam. The Qur'an ("Qor-Ann") is a Message from
Allah (swt) to humanity.
Hajj the Muslim pilgrimage to Mecca that takes place in the last month of the year, and that
all Muslims are expected to make at least once during their lifetime.
Shari’ah a law code drawn up by Muslim scholars after Muhammad's death; it provided believers
with a set of practical laws to regulate their daily lives.
Muslim a person who believes in Islam. The word Muslim means "one who submits to Allah."

Bedouin a nomadic Arab who lives in the Arabian, Syrian, or North African deserts. a nomadic Arab
of the desert.

Caliph a successor of Muhammad as spiritual and temporal leader of the Muslims. a form of
Islamic government led by a caliph

Caliphate the rule or reign of a caliph or chief Muslim ruler.

Name: Diana Budko World History A
Date: 12/19/19 Points:

Jihad "struggle in the way of God". an Islamic term referring to the religious duty of Muslims to
maintain the religion

Sunni a Muslim group that accepts only the descendants of the Umayyads as the true rulers of
Islam.

Minaret the tower of a mosque from which the muezzin calls the faithful to prayer five times a
day. a tall slender tower, typically part of a mosque, with a balcony from which a muezzin
calls Muslims to prayer.
Bazaar a covered market in Islamic cities. a permanent enclosed merchandising area,
marketplace, or street of shops where goods and services are exchanged or sold.

-Chapter 9 Lesson 1: The First Muslims-

Directions: Read each main idea and answer the questions below. Refer to your textbook to write the answers.

A. Main Idea: In the seventh century, the Arabs gained prominence in the Arabian Peninsula and spread their
influence throughout Western Asia and beyond.
1. How did early Arabs organize their lives?
Answer:___Arabs organized their lives into tribes to help each other.

2. Why did the Arabian Peninsula became important for trade?

Answer:___The arabian peninsula was important for trade because it made a safer route through Makkah to
Yemen and camel caravans transported highly valued goods which prospered the trade in the arabian peninsula.

3. What was the religion of early Arabs?

Answer:____Islam

B. Main Idea: Muhammad, who was born in Makkah, developed the religion known as Islam.
1. Where are the most significant cities in historical Islam?
Answer:___Kaaba and Mecca

2. What does the word Islam mean?

Answer:___Peace through submission to the will of Allah

3. Who were the first practicing Muslims, and why was Muhammad both their religious and political leader?
Answer:____The first practicing Muslims were the Hijrah’s where Makkan’s revelation from God was sent to
Name: Diana Budko World History A
Date: 12/19/19 Points:

Muhammad. Muhammad was the founder of Islam and everyone followed his teachings. Muslims didn’t have a
separation between political and religious authority.

C. Main Idea: Islam is a monotheistic religion that offers the hope of an afterlife and emphasizes salvation through
submission to the will of Allah.
1. What is the Quran?
Answer:___Holy scriptures of Islam

Directions: Summarize the main ideas of this lesson by answering the question below.
In what ways is Islam a way of life as well as a set of beliefs?
Answer:____Islam is a way of life as well as a set of beliefs because the principles of their beliefs correspond with
their way of life. They also don’t have a separation between political or religious authority which meant that the
authority was meant to be religious. They tie their personal and social life closley to their set of beliefs which was
established mainly by the prophet Muhammad and other politically/religeous leaders.

- Worksheet: Trade in the Arabian Peninsula-

Economic geography is the study of the distribution of economic activities such as agriculture, industry, and trade.
Economic geographers study the specific goods and services that are produced in different areas of the world and
how these goods and services are then traded and shared. One factor that determines patterns in economic
geography is human environment interaction, which is the interrelationship between people and their physical
environment. Another factor is human movement from place to place, which affects patterns in trade and
production.

The harsh physical environment of the Arabian Peninsula profoundly shaped the region’s harsh economic
geography. The climate is arid, and water is scarce throughout much of the area. For thousands of years, people’s
movement across the desert was limited to regions where water was available. The domestication of the camel,
however, enabled Arab peoples to develop wide trade networks across the Arabian Peninsula. The camel’s
adaptations to desert life, especially the ability to carry heavy loads and survive for many days without water,
made it possible for Arab traders to carry their goods and supplies across many miles of desert. Several major
caravan routes flourished in the time of Muhammad, and a few were in use until the nineteenth century. Trade
across land bridges and through the Mediterranean and Arabian Seas linking parts of Asia, Africa, and Europe had
been active from very early times. Many of these routes are shown on the map.
Name: Diana Budko World History A
Date: 12/19/19 Points:

Although camels made long-distance trade caravans possible, political disorder in the Arabian Peninsula
sometimes disrupted trade patterns. Arab people from neighboring regions competed with one another for limited
resources, and competition sometimes led to warfare and violence along the trade routes. When one route
became too dangerous, caravans would have to find a different way or seek protection from more powerful
groups.
Directions: Answer the questions below in the space provided.
Understanding Concepts
1. Location: Small circles on the map represent cities that were located near the caravan trade routes. Why were
there so many cities along some routes and so few cities along others?

Answer:___There were more cities in some places because it would be easier to trade with merchants that
wouldn’t be too far away. The interrelationship between people and their environment (mining, farming,
producing other goods by hand) and the movement of human activity from one place to another(traveling) affects
the trade production.

2. Movement: In what ways did the environment impact human movement on the Arabian Peninsula?
Answer:___The environment in the Arabian peninsula would have impacted the human movement in those trade
routes because of how hard it was to survive in those regions. In the desert area where water was scarce, the
Name: Diana Budko World History A
Date: 12/19/19 Points:

caravans had a hard time travelling long distances, but thanks to camels which could travel for long without water,
they were able to carry their goods through a long distance in the desert.

3. Human-Environment Interaction: How did environmental factors sometimes lead to disruption along the
Arabian trade routes?

Answer:___The competition of the traders was high and there was often violence involved with caravans in where
they stole the goods the caravans were carrying which led to a disruption along the trade routes.

4. Making Inferences: Why is studying human-environment interaction necessary to understand the economic
geography of the Arabian Peninsula in the time of Muhammad?

Answer:____Studying the human-environment interaction is necessary to understand the economic geography of

the Arabian peninsula because that is what people used to have during that time in that certain environment
which promoted a certain place’s economy if they had more resources in their environment to be able to trade
that with other things they were lacking.

-Chapter 9 Lesson 2: The Arab Empire and the Caliphates-

Directions: Locate each heading below in your textbook. Then use the information under the correct heading and
subheading to help you write each answer.
I. Creation of an Arab Empire
A. Who was Abū Bakr?
Answer:___The first caliph and Muhammud’s closest advisor who became his successor

B. What lands did Abū Bakr’s forces conquer?

Answer:___Byzantine, Syria, Egypt, North Africa, Persia.

II. The Umayyads

A. Who was the founder of the Umayyad dynasty, and where did he move the capital of the Arab Empire?
Answer:____Muawiya was the founder of the Umayyad dynasty and he moved the capital of the Arab empire from
Madinah to Damascus in Syria.

B. What Umayyad conquests expanded Arab territory?

Name: Diana Budko World History A
Date: 12/19/19 Points:

Answer:____The Umayyad carried out conquests at both the eastern and western ends of the Medditenarian
which expanded the Arab territory.

C. How did Islam split into two groups?

Answer:___Islam split into two groups Shia and Sunni which they fought over who should succeed the Prophet
Muhammad as leader of the Islamic faith. Shia muslims accept only the descendents of Ali as the true rulers of
Islam. Sunni muslims did not all agree with the Umayyad rule but accepted Umayyad as caliphs.

III. The Abbasid Dynasty and the Seljuk Turks

A. What dynasty succeeded the Umayyads, and who established the dynasty?
Answer:____The Abbasids succeeded the Umayyads. Abbu-al-Abbas established the Abbasid dynasty.

B. Why is the reign of Hārūn al-Rashīd described as the golden age of the Abbasid caliphate?
Answer:___His reign was described as the golden age because it was a period of growing prosperity where he
conquered most of the richest provinces of the Roman empire and controlled the trade routes to the East. He also
supported artists and writers and was very generous.

C. What events led to the fall of the Abbasid Empire?

Answer:____The events that led to the fall of the Abbasid Empire was the competition over the succession to the
caliphate, financial corruption, and shortage of qualified Arabs for key positions for the army or civil services.

D. Who were the Seljuk Turks, and what role did they play in the Abbasid Empire?
Answer:___Seljuk Turks were nomads from central asia, they converted to islam and prospered as soldiers in
Abbasid. They gradually conquered eastern provinces of the Abbasid Empire.

Summary and Reflection

Directions: Summarize the main ideas of this lesson by answering the questions below.
What events shaped the rise of Muslim Arab empires and the eventual transfer of power to the Seljuk Turks?
Answer:___As the Arab empire was united by Abu Bakr and Muhammad which meant that it would be easier to
take over once part of the empire was weakened and as the Abbasid empire had an intense competition for the
succession to the caliphate it caused financial corruption and shortage of qualified Arabs for army positions or civil
services which weakened the empire and eventually was overtaken by the Seljuk Turks.
Name: Diana Budko World History A
Date: 12/19/19 Points:

-Worksheet: Abu Bakr-

Abū Bakr (573–634)
A member of the ruling merchant tribe in Makkah, Abū Bakr was Muhammad’s father-
in-law and one of his earliest followers. Abū Bakr accompanied Muhammad on the
Hijrah to Madinah and became his chief adviser. When Muhammad died in 632, Abū
Bakr was chosen as his successor; he took the title of caliph, meaning “deputy.” With
the death of Muhammad, many tribes that had joined the Islamic movement
threatened to secede. The new caliph put down the uprisings with a combination of
decrees and military force. At the same time, Abū Bakr began expansion efforts into
non-Muslim territories in Syria and Iraq, a policy that continued under his designated
successor, Umar.

More About the Image: This portrait of Abū Bakr is from a seventeenth-century
Punjabi miniature painting of paradise from the Khavarnama, a poem about Ali.

1. Drawing Inferences What was the significance of the title of caliph?

Answer:______The significance of the title caliph, which means ‘deputy’ is that the person is empowered to act as
a substitute to his superior which ultimately meant that it was a powerful position.

2. Predicting Consequences What would have been the consequence if Abū Bakr had not put down the religious
and political uprisings?
Answer:____The consequence of not acting against the uprising rebellion would have been a loss of
followers/population in the organization that Muhammud originally created which would eventually lead to the
corruption of the whole organization or empire.
Name: Diana Budko World History A
Date: 12/19/19 Points:

-Worksheet: The Battle of Tours-

Background For a number of years before the Battle of Tours, Muslim forces had conducted raids into Frankish
territories without making permanent conquests. According to early Christian chronicles, the conflict began when
Abd ar-Rahman al-Ghafiqi—the governor of Cordoba—defeated a Muslim rebel who had solicited the support of
Duke Eudes of Aquitaine. Abd ar-Rahman pursued the duke and defeated his forces near the Garonne River. He
then plundered Bordeaux, burned the church at Poitiers, and was on his way to Tours when he encountered
Frankish forces led by Charles Martel, who ruled northern Gaul. (Martel was a nickname given to Charles that
means “the hammer.”) According to brief, unclear accounts of the battle, the Franks killed Abd ar-Rahman in an
initial skirmish. The remainder of his forces retreated to their tents. The Franks waited until the next morning to
renew the attack, only to discover that the Muslims had fled. Historians believe that after this battle, Arab leaders
decided they had neither the manpower nor the will to continue attempts to conquer Europe, choosing instead to
concentrate on solidifying other parts of their empire.

Directions: The first selection provides a European account of the battle, taken from the Christian Chronicle of 754.
The second selection is from the earliest Arabic account of the battle, probably written in the mid-800s. The
painting depicts the confrontation at Tours. Read the selections and study the painting. Then answer the
questions.

Then Abd ar-Rahman, seeing the land filled with the multitude of
his army, cut through the rocky mountains of the Basques so that,
crossing the plains, he might invade the land of the Franks. He
struck so far into Frankish territory that he joined battle with Eudes
on the other sides of the rivers Garonne and Dordogne. God only
knows the number of those who died or fled, Eudes himself
slipping away in flight. While Abd ar-Rahman was pursuing Eudes,
he decided to despoil Tours by destroying its palaces and burning
its churches. There he confronted the consul of Austrasia by the
name of Charles, a man who, having proved himself to be a warrior
from his youth and an expert in things military, having been
summoned by Eudes. After each side had tormented the other with
raids for almost seven days, they finally prepared their battle lines
and fought fiercely. The northern peoples remained as immobile as
a wall, holding together like a glacier in the cold regions. In the
blink of an eye, they annihilated the Arabs with the sword.
—from the Chronicle of 754, as quoted in Conquerors and Chroniclers of Early Medieval Spain
Name: Diana Budko World History A
Date: 12/19/19 Points:

Ubayda [had] appointed ‘Abd ar-Rahman ‘Abd al-Akki as governor of alAndalus [the Arabic name for Spain and
Portugal]. ‘Abd ar-Rahman was a virtuous man, and hence he undertook a military expedition to ‘Ifranja. They [the
Franks] are the most distant enemy of [the Muslims of] al-Andalus. ‘Abd ar-Rahman took a great deal of booty and
he gained a victory over them. He obtained much gem-encrusted gold, covered with pearls, rubies, chrysolite, and
he commanded that it be broken up. He sent out one-fifth of it [to ‘Ubayda] and divided [the rest] among the
Muslims who were with him. When news of this reached ‘Ubayda, he was greatly angered. He sent a message to
‘Abd ar-Rahman, demanding that he arrange to come to him. ‘Abd ar-Rahman then sent a message to ‘Ubayda,
saying that “until the sky and Earth are joined, the Merciful One would make the devout ones among them go out
[to do battle with the infidels].” Then he led another military expedition against the Franks. He and all of his
companions were martyred. His death, Yahya tells us, occurred in the year 115 A.H.
—Ibn ‘Abd al-Hakam, from Futuh Misr, 871

1. Comparing and Contrasting: How do the two accounts of the battle agree? How do they differ from historical
information?
Answer:____The first account that was made focused on the battles and the side of the Franks was described
more detailed than that of the Muslims. The second account on the other hand focused on the Muslims and the
interactions between the general Abd ar-Rahman and Ubayda who was in charge of him, I suppose (since it
mentioned that Ubayda appointed Abd ar-Rahman to the military expedition). The second account also didn’t
mention any specific battles that took place, just what Abd ar-Rahman did during his military expedition.

2. Drawing Conclusions: Why did the European chronicler describe the outcome of the battle the way he did? Why
did the Arab chronicler claim that all the Muslim forces were martyred?
Answer:____The European chronicler described the outcome of the battle that they ‘annihilated the Arabs with
the sword’ which sounded a lot like they won the battle courageously and that they were like ‘heroes’ who fought
bravely against invaders of their land. The Arab chronicler claimed that the Muslim forces were martyred because
they held a belief in God and they interpreted it like they fought bravely for their faith (which doesn’t really make
much sence in their context, since they weren’t on any expedition to spread their faith to others but to gain more
land, riches, etc…).

3. Interpreting Significance: Explain the significance of the outcome of the battle from a European perspective and
from an Arab perspective.
Answer:___From a European perspective, the Arabs randomly started attacking their people and in the end lost
the battle that they started. The outcome of the battle for the Europeans was that they fought bravely against their
enemies and eventually won the battle. From an Arab perspective, the Europeans were an opportunity for them to
gain more land, riches, or expand their empire. The outcome of the battle seemed to have been interpreted by the
Arabs like they were killed for their beliefs, even though they started the battle for a different motive.

4. Analyzing Visuals: In the painting, what details help you identify the Frankish forces and the Muslim forces?
What point of view does the painting express?
Name: Diana Budko World History A
Date: 12/19/19 Points:

Answer:____I can’t really tell since the painting has most of its subjects mushed together, I can tell apart a few
things like the silver helmets were most likely Frankish soldiers and the more traditionally cloth-made helmets and
clothing, is most likely the Muslim forces. The left side was probably the Frankish forces and the right were the
Muslim forces. I can’t tell from what point of view this painting is expressed just by looking at it, because both
sides do not visually show anyone being defeated or killed. I can only tell by the caption that this is made by the
Frankish side.

-Chapter 9 Lesson 3: Islamic Civilization-

Directions: Read each main idea. Use your textbook to supply the details that support or explain each main idea.
A. Main Idea: The Arab Empire was prosperous due to extensive trade ranging from Morocco to beyond the
Caspian Sea. It fostered great cities with large markets.
1. Detail: The Arabs carried on extensive trade both by ship and by camel caravans.
2. Detail: Gold and slaves came from Sahara, silk and porcelain came from Waly, and sandalwood and spices came
from India and China.
3. Detail: Islamic cities such as Baghdad, Cairo, and Damascus featured public baths and bazaars, palaces for
government officials, and mosque for worship.

B. Main Idea: The Arab Empire followed the Muslim faith as a guide not only for worship but for membership in
society as a whole.
1. Detail: Society in the Arab Empire included a well-defined upper class of ruling families, officials, and wealthy
merchants.
2. Detail: İstanbul’s Grand Bazaar was built 550 years ago by the Ottoman sultan Mehmed 2 after his conquest of
Constantinople and is still in operation today.
3. Detail: The Quran granted women spiritual and social equally, but men remained dominant in society.

C. Main Idea: It was through the Muslim world that Europeans recovered the works of Aristotle and other
philosophers.
1. Detail: The Arabs translated works by Greek philosophers such as Plato and Aristotle into Arabic and added
commentaries written by Arab philosophers including Ibn Rashid.
Name: Diana Budko World History A
Date: 12/19/19 Points:

2. Detail: Arabs spread and developed Indian mathematics, perfected the use of the astrolabe for navigation, and
developed medicine as a field of scientific study.

D. Main Idea: Islam brought major changes to the culture of Southwest Asia, influencing art, literature, and
architecture.
1. Detail: Islamic art includes poetry by masters such as Omar Khayyam.
2. Detail: Repeated geometric patterns called Arabesques are used in art and architecture.
3. Detail: The best expression of Islamic architecture is found in mosques and Islamic palaces such as the Alhambra
in Spain.

-Worksheet: Ibn Sina-

Ibn Sīnā (980–1037)
Ibn Sīnā (whose Latin name was Avicenna) was one of history’s
most famous physicians and philosopher-scientists. He grew up
near the city of Bukhara in present-day Uzbekistan and showed
signs of his brilliance at a young age. By the age of 10, Ibn Sīnā had
memorized the Quran, and by 16, he claimed he had mastered
medicine. After curing the sultan of Bukhara of a puzzling ailment,
Ibn Sīnā was allowed to use the sultan’s extensive library. He
became a prolific writer, publishing works on a wide variety of
subjects— math, astronomy, Greek philosophy, medicine, music,
and poetry. His writing is characterized by its organization and
clarity. His book The Canon of Medicine is considered one of the
greatest in the history of medicine, and its influence on European
medical schools was profound.
More About the Image: This statue of Ibn Sīnā stands in modern-
day Iran.

1. Interpreting Significance: Considering Ibn Sīnā’s story, explain how scientists and thinkers are indebted to
writings passed down by earlier generations.
Answer:___Scientists and thinkers are greatly indebted to writing passed down by earlier generations because this
has set some type of foundation where other scientists and thinkers are able to use as a reference or a working
ground to organize further discoveries or make any changes to the first ones ever created.

2. Drawing Conclusions: Find Bukhara on a map. Now find Cordoba, Spain, the home of the great twelfth-century
Name: Diana Budko World History A
Date: 12/19/19 Points:

Islamic physician and philosopher, Ibn-Rushd. What conclusions can you draw about how
widespread the intellectual achievements were during the Arab Empire?
Answer:__The widespread intellectual achievements during the Arab empire travelled throughout almost half of
the continent. This meant that travellers t

-Worksheet: Ibn-Rushd-
Ibn-Rushd (1126–1198)
Ibn-Rushd, often known by his Latin name Averroës, was one of the
most influential Islamic philosophers. He lived in Córdoba, Spain,
and became learned in science, Islamic scripture, and medicine.
Ibn-Rushd eventually rose to the prestigious position of chief judge
of Córdoba, and he later became the personal physician of the
caliph (spiritual leader). Ibn-Rushd is best known for writing a
series of commentaries on Aristotle’s philosophical works and
Plato’s Republic. Ibn-Rushd’s work helped generations of
Europeans and Muslims understand Greek philosophy. His own
original writing came in defense of philosophy. Ibn-Rushd took the
position that only trained philosophers—not Islamic theologians—
could properly interpret the law. This defense ultimately got him in
trouble and, for a time, he fell out of favor with his benefactor, the
caliph.

More About the Image: This statue of Ibn-Rushd is located in Córdoba, Spain.

1. Identifying Central: Issues Why was it important that Greek philosophy, which had been unknown to Europeans
for centuries, was re-introduced to Europe?
Answer:____It was important to re-introduce Greek philosophy to Europe to spread the diverse opinion and
possibly have a further development of philosophy which originated from Greece.

2. Speculating Why do you think Ibn-Rushd got in trouble with Islamic theologians?
Name: Diana Budko World History A
Date: 12/19/19 Points:

Answer:____I think that Ibn-Rushd got in trouble with Islamic theologians because he ‘discriminated’ them and
only trained philosophers and the Islamic theologians were more important to Islam so they got mad because of
pride.

-STOP!-
Do not move on to Unit 3 Section 2 until you have completed the Check-in 3.1.

-STOP!-
Key Assignment is due prior to taking the Unit Test and before moving to the next Unit.