Teachers' Notes for the al-Qahira Unit

Teacher's Notes for the al-Qahira Unit

This unit discusses the city of al-Qahira, built by the Fatimids to be a royal city, and which eventually grew to be come the modern city of Cairo. The development of al-Qahira over time is used as the basis for a discussion of the schism between Shi'i and Sunni Islam, its history and some of the ideological differences between them.

The unit then goes on to explain the history of the development of some of the main features of the old city, and describes several noted personalities from the Fatimid, Ayyubid, and Mamluk periods. The unit also touches on the Crusades and how they effected Egypt.

Map out the countries of the world that are predominately Muslim. Then plot out which countries are predominately Shi'i and which are predominately Sunni. Do the same for other religions. For example, in countries with Christian populations, which countries are predominately Roman Catholic? Eastern Orthodox? Coptic? Protestant? Talk about the historical reasons why countries in the same region may or may not be dominated by the same sect or denomination.

Cairo was originally built to be a royal city, inhabited by the people who ruled Egypt, and not for the average Egyptians. Why would the Fatimids have wanted to live apart from the rest of the Egyptians? (Hint: the answer may lie in the fact that the Fatimids were Shi'i and the rest of the Egyptians were Sunni) Talk about the intentions that the founders of your hometown had when they started their new settlement. What did they hope to accomplish? Who was the city built for? Why was it built? What factors influenced these decisions?

By now, the inhabitants of Egypt were made up of several different layers of cultures and religions. At the end of the Mamluk period, the Mamluks, who were of Circassian and Caucasian origin and were Sunni Muslims, were ruling over a city built by the Shi'a Fatimids, over a population that included both Sunni Muslims, Coptic Christians, and Jews of the Sephardic and Karaite sects. Each of these groups lived and worked with the others on a day to day basis. Some of them formed guilds, and became specialists in certain crafts and industries. Trace the social history of your city, and find similar developments. Were there times when certain groups were associated with a certain trade or industry? Which industry and why? And if not, why not? What factors made these different groups mix, and how successful were they?

Analyze the reasons for the schism between the Shi'is and the Sunnis. Divide the class into two groups. Have one group debate the Sunni position that the head of the Islamic community should be someone who is the best qualified for the position. Have the other debate the Shi'a position that the head of the Islamic community should be someone from the family of the prophet Muhammad. Have each group research their position, and present the arguments for their position, and debate in favor of that position. The groups should argue as if they are presenting this argument at the time when the split happened, not as if they are presenting this argument based on historical events. Then discuss the advantages and disadvantages to each position, and analyze the debate in light of the events of the time to understand why this issue was so important.

Demonstrate the Mamluk system with a classroom activity.

For this activity, your class will be divided into 6 groups. If you have less than 36 students, use your smallest group to be group # 1. If you have 36 or more, do not choose more than 6 students for the first group. The students you choose will form the highest ranks of the Mamluk class, or the "Diwan." Each of them will select one student from the class: the students selected will form the second tier of the Mamluk class, or the Amirs. The Amirs will then each choose one student to form the third class, the Khassa'is, and so on until all the students are assigned to a group. If you have more than 36 students, the last group will be your largest. It may help you to keep track of which student is in which group by arranging your desks into 6 rows.

Rank	Title	"This student is..."
First	Diwan (Royal Court)	"in the diwan"
Second	Amirs (Officers)	"an Amir"
Third	Khassa'is (Royal Guard)	"a Khassa'is"
Fourth	Ustads (Masters)	"an Ustad"
Fifth	Awlad al-Nas (Soldiers)	"a Walid al-Nas"
Sixth	Kuttabi (Novices)	"a Kuttab"

(The second, third, fourth, and fifth ranks may be feminized by adding an "a" - Amira, Khassa'isa, Ustada, Kuttaba - for girls. The first is gender neutral, and does not need to be adapted. The fifth is feminized as follows: "Walida al-Nas.")

Start by quizzing each of the students who form the Diwan with simple questions about Islam or from the unit. The student who gets the most answers correct will be the Caliph. Then ask questions of the other students. A student who gets an answer correct is promoted to the next unit. A student who misses an answer is demoted to the next lower level. If a student is unsure, he or she can ask another student for help (the only student who may not ask for assistance is the Caliph, who must work alone). If the other student supplies an incorrect answer, then the student who asked for assistance is demoted. If the other student can then supply the correct answer, then both will be promoted to the next level (exception: if the next level is "Caliph," then the student who gives assitance is promoted). If the Caliph supplies an incorrect answer, then he/she is "assassinated," and starts again as a Kuttab. The next highest scorer in the Diwan becomes the new Caliph. If several members of the Diwan are tied for second, then a tie breaker must be held.

This activity will quickly demonstrate the quick turnover of power and relative uncertainty of the power structure within the Mamluk system. However, at the same time, it will also demonstrate why Egypt was fairly stable during this period: in order to advance, each Mamluk must perform at his or her best so as to ensure the best chance for advancement. Each Mamluk can work as a team, but can never be sure who can be trusted. The game also demonstrates the principals of favoritism, a key characteristic of the Mamluk system, which is why it is critical to have the students pick the next level in the hierarchy.

This activity can be spread out over several days, with advancement dependant on correct answers given in class, on the results of a daily quiz given during each class, or on other factors of the teacher's choosing. The criteria for advancement can even be changed every day with no advance notice. There is no "winner" in this game, as students will be promoted and demoted throughout, with the exception of the assassinated Caliphs. It may be useful to set a time limit of one week, with each student's goal set as ending at a higher rank than where they began. Caliph turnover may be fairly rapid -- a student's "reign" may only last for a few minutes!

Discuss the objectives of the Crusades. Plot the routes followed by the Crusaders to the Holy Land on a map. Have your students research the Crusaders' treatment of the Muslims, Jews and Eastern Christians they encountered on the way, paying special attention to what happened when the Crusaders conquered Jerusalem in 1099. Compare this with the stories of the conquest of Jerusalem by the Muslims in 638. Why did the Muslims treat the citizens of Jerusalem with respect while the Crusaders slaughtered everyone indiscriminately?

Have students research and evaluate sources on the Crusades from the point of view of the Europeans as well as from that of the Arabs and Eastern Christians. An excellent starting place for the latter is Amin Maalouf's book The Crusades Through Arab Eyes, which is an excellent resource that is written at a level high school students will easily be able to understand. Have your students hold a debate about the objectives and justifications for the Crusades, as well as the actions taken by each side.

This unit may be applied to the following standards:

National Standards for World History

Era 4: Expanding Zones of Exchange and Encounter: 300-1000 CE

2A: The student understands the emergence of Islam and how it spread in Southwest Asia, North Africa and Europe.

Therefore the student is able to:

Analyze how the Arab Caliphate became transformed into a Southwest Asian and Mediterranean empire under the Umayyad dynasty and explain how the Muslim community became divided into Sunnis and Shi'ites (9-12)

Era 5: Intensified Hemispheric Interactions, 1000-1500 CE

1C: The student understands how pastoral migrations and religious reform movements between the 11th and 13th centuries contributed to the rise of new states and the expansion of Islam.

Therefore the student is able to:

Analyze how the migrations of Turkic peoples from Turkestan into Southwest Asia and India in the 11th and 12th centuries contributed to Islamic expansion and the retreat of Byzantium and Greek Christian civilization. (7-12)

2B: The student understands the expansion of Christian Europe after 1000

Therefore the student is able to:

Analyze the causes and consequences of the European Crusades against Syria and Palestine (5-12)

TEKS

Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.

The student is expected to:

(A) evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies; and

(B) describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation.

Culture. The student understands the roles of women, children, and families in different historical cultures.

The student is expected to:

(A) analyze the specific roles of women, children, and families in different historical cultures; and

(B) describe the political, economic, and cultural influence of women in different historical cultures.

History. The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe.

The student is expected to:

History. The student understands the impact of political and economic imperialism throughout history.

The student is expected to:

(A) analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires; and

(B) summarize effects of imperialism on selected societies.

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

(D) explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;

(E) use the process of historical inquiry to research, interpret, and use multiple sources of evidence ;

(F) evaluate the validity of a source based on language, corroboration with other sources, and information about the author;

(G) identify bias in written, oral, and visual material;

(H) support a point of view on a social studies issue or event; and

(I) use appropriate mathematical skills to interpret social studies information such as maps and graphs.