4. HOW MIGHT THE LOCATION OF A COUNTRY
INFLUENCE ITS RELIGIOUS EXPERIENCES?
5. AL-ANDALUS, MUSLIM SPAIN
Most of Spain was Christian at the beginning
of the middles ages.
Spain was ruled by the Visigoths (invaded
Spain from the north at the end of the Roman
Empire).
Spain became vulnerable (allowing Muslims
to take control) due to:
Internalstruggles
A series of weak rulers
6. YEAR 711: MUSLIM FORCES
Tariq ibn-Ziyad landed in Spain with his
Muslim forces.
Conquered almost the entire Iberian
Peninsula (Spain and Portugal).
In 785 began building the Aljama Mosque of
Cordoba (expanded over the next 200
years).
Many Christian converted to Islam, but some
did not.
7. LIFE AND SOCIETY
Spain was part of the Islamic world for the
next five centuries.
The Arab Islamic world was part of the
largest economic trade zone in the world.
Goods and ideas were exchanged between
places as far as Spain, Egypt, Syria,
Zanzibar and Indonesia.
Muslim rulers supported the arts (reflected
Islamic values).
8. CENTRES OF LEARNING
Learning was greatly valued (understand the
universe; aid in living an ethical life).
World’s first university was established in
Cairo in 971.
Muslim scholars studied medicine and
science.
Muslim and Jewish scholars translated books
and essays of the ancient Greeks.
10. The area of jurisdiction
of Islamic rulers.
In 1000s, Spain began to
decline due to ineffective
rulers which led to civil
unrest and the
sectioning of Al-Andaluz
into a number of
independent
principalities (states)
CALIPHATE
11. RECONQUISTA
Began as a way for the Christian kingdoms
to expand their power and influence.
Was also a war based on religious
differences
During this time the Spanish developed a
new way of fighting on the battlefield.
Read p. 199
12. TIMELINE:
Because of its location, Spain was influenced
by the Arab world and the Muslim religion.
13. TIMELINE:
Tariq ibn-Ziyad crossing the Sait of Gibraltar
and landing in Spain.
14. TIMELINE:
Muslims expand across the Iberian
Peninsula and conquer all of it.
15. TIMELINE:
New rulers construct mosque at Cordoba to
help create national identity.
16. TIMELINE:
Exchange of goods and ideas to and from
Spain
17. TIMELINE:
Music, art and architecture reflect Islamic
values
18. TIMELINE:
Cordoba and Granada become centres of
learning
19. TIMELINE:
Muslim Spain was largely tolerant of minority
religions.
21. TIMELINE:
Number of independent states replace a
unified Spanish nation
22. TIMELINE:
Quarrelling among local leaders weakens the
country.
23. TIMELINE:
Christian kingdoms begin to expand across
Spain (The Reconquista)
24. VOCABULARY
Mosque: a sacred place of worship in the Islamic
faith
Hadith: the authenticated sayings of the Prophet
Muhammed
Caliph: a supreme ruler under the Islamic faith
Caliphate: the area of jurisdiction of Islamic rulers
Principalities: small areas often ruled by princes
Martyr: a person who is willing to die for his
convictions or beliefs
Reconquista: the Christian reconquest of Spain from
the Muslims
25. CREATING A CHRISTIAN SPAIN
King Ferdinand and Queen Isabella
(declared Christian Monarchs by the pope in
Rome)
Wanted to create unity in Spain by;
Unifying religions or outlaw any that competed
with the Catholic Church.
Distributing economic wealth more uniformly
throughout regions
Go to war to create a common enemy
26. RECONQUISTA
Long process
Christian crusaders (European) helped the
Spanish Christian forces win territory from
the Muslims.
Granada was captured on January 2, 1492.
From the Pyrenees Mountains in the north to
the Rock of Gibraltar in the south, Spain was
now a Christian land.
27. THE SPANISH INQUISITION
King Ferdinand and Queen Isabella
Catholic Monarchs
Christian Crusaders from Europe
Helped Spanish Christian forces
regain land from Muslims
Took over the Spanish Inquisition
from the Church
28. THE SPANISH INQUISITION
State-run system of courts
Church officials put non-Christian believers
on trial
Convert or be exiled
Some left Spain; some
pretended to convert
Muslims/Jews lived in
fear
29. THE SPANISH INQUISITION – NEGATIVE EFFECTS
Spanish Jews/Muslims – large part of
educated middle class (financiers/business
people/economic)
30. SAVING SOULS
King Ferdinand and Queen
Isabella believed it was
their duty of convert
people to Catholicism
Supported Columbus
Missionaries
31. GOLD AND GLORY
Key motivation for European explorers
Personal
Country – economic
Buy the things they lacked
Pay for wars (protection)
Take over other territories
32. WEATH IN SPAIN
1492 – Spain used up its gold and silver
reserves
Crusades had been expensive
Read p. 208 – 209
Handout
Group activities on Columbus for remainder
of week.
Editor's Notes
Read pg. 193Spain’s geography heavily influenced its ability to build an empire.What factors do you think influenced Christopher Columbus to want to set out on his voyage? Students may suggest the desire for fame, fortune, to find the unknown, to find a route to the Far East, or to finish what he started. Why might the Spanish monarchs have been reluctant to support him? They might have been reluctant because other European leaders had turned him down, he wasn’t Spanish, they didn’t trust him, they thought the plan wouldn’t succeed, the cost was to high, or they could look foolish.Figure 9-1 What impression of Christopher Columbus does this portrait give? Students may feel that Columbus seems young, serious, and thoughtful. The globe and telescope suggest his interest in sailing and exploring.Compare this portrait with the one of page 104. Students might suggest that Columbus seems older, more physically imposing, and more like a soldier, carrying banner and sword.
Like the rest of Europe, Spain was largely Christian at the beginning of the Middle Ages. Within a few years, however, conquerors from the Arab world were able to take over most of Spain. Islam became the predominant religion. This rule lasted for several hundred years until Christian forces reclaimed the country in the 1200s.“Geography controls everything”. How does this saying apply to Canada?
Bisigoths, a people who had invaded Spain from the north at the end of the Roman Empire.Created a sense of national identity – built a mosque in Cordoba (p. 33)Many Christians converted over time, but not all (to Islam)
For example, Islam discourages showing human beings, animals, and other subjects realistically because it may lead to idolatry, that is, worshipping idols. Thus, Muslim artists often created works of art using designs and written script.For 5 centuries Spain was part of a vast empire.Arab Islamic world was part of the largest economic trade zone in the world-culturally divers with customs and traditions-exchange of goods and ideas from all over (Spain, Egypt, Syria, Zanzibar and Indonesia)Muslim rulers and rich merchants supported the arts (music, art, architecture – reflected Islamic values -> discouraged showing human beings, animals and other subjects realistically because it may lead to idolatry (worshipping idols) – often created works of art using designs and written script.
First university is over 200 years before the first university in EuropeGreat centers of learning (Cordoba, Seville, Granada)Admired the Greek reasoning skillsKnew much more about natural science than the Europeans did.
See quote on p. 197
They grouped large numbers of soldiers, all using the same weapon, into tight formations that were difficult to overrun. As a result the Spanish infantry became the deadliest fighting force in Europe. The Spanish brought this very effective style of fighting with them to the Americas.
Read p. 199-200
Canadian History examples:AcadiansFirst NationsWWII Japanese Canadians (British Columbia) – security risk after bombing of Pearl Harbor by Japan
