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World History Volume 1, to 1500

11.3 Islamization and Religious Rule under Islam

World History Volume 1, to 150011.3 Islamization and Religious Rule under Islam

Table of contents
  1. Preface
  2. Early Human Societies
    1. 1 Understanding the Past
      1. Introduction
      2. 1.1 Developing a Global Perspective
      3. 1.2 Primary Sources
      4. 1.3 Causation and Interpretation in History
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    2. 2 Early Humans
      1. Introduction
      2. 2.1 Early Human Evolution and Migration
      3. 2.2 People in the Paleolithic Age
      4. 2.3 The Neolithic Revolution
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    3. 3 Early Civilizations and Urban Societies
      1. Introduction
      2. 3.1 Early Civilizations
      3. 3.2 Ancient Mesopotamia
      4. 3.3 Ancient Egypt
      5. 3.4 The Indus Valley Civilization
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    4. 4 The Near East
      1. Introduction
      2. 4.1 From Old Babylon to the Medes
      3. 4.2 Egypt’s New Kingdom
      4. 4.3 The Persian Empire
      5. 4.4 The Hebrews
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    5. 5 Asia in Ancient Times
      1. Introduction
      2. 5.1 Ancient China
      3. 5.2 The Steppes
      4. 5.3 Korea, Japan, and Southeast Asia
      5. 5.4 Vedic India to the Fall of the Maurya Empire
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
  3. States and Empires, 1000 BCE–500 CE
    1. 6 Mediterranean Peoples
      1. Introduction
      2. 6.1 Early Mediterranean Peoples
      3. 6.2 Ancient Greece
      4. 6.3 The Hellenistic Era
      5. 6.4 The Roman Republic
      6. 6.5 The Age of Augustus
      7. Key Terms
      8. Section Summary
      9. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    2. 7 Experiencing the Roman Empire
      1. Introduction
      2. 7.1 The Daily Life of a Roman Family
      3. 7.2 Slavery in the Roman Empire
      4. 7.3 The Roman Economy: Trade, Taxes, and Conquest
      5. 7.4 Religion in the Roman Empire
      6. 7.5 The Regions of Rome
      7. Key Terms
      8. Section Summary
      9. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    3. 8 The Americas in Ancient Times
      1. Introduction
      2. 8.1 Populating and Settling the Americas
      3. 8.2 Early Cultures and Civilizations in the Americas
      4. 8.3 The Age of Empires in the Americas
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    4. 9 Africa in Ancient Times
      1. Introduction
      2. 9.1 Africa’s Geography and Climate
      3. 9.2 The Emergence of Farming and the Bantu Migrations
      4. 9.3 The Kingdom of Kush
      5. 9.4 North Africa’s Mediterranean and Trans-Saharan Connections
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
  4. An Age of Religion, 500–1200 CE
    1. 10 Empires of Faith
      1. Introduction
      2. 10.1 The Eastward Shift
      3. 10.2 The Byzantine Empire and Persia
      4. 10.3 The Kingdoms of Aksum and Himyar
      5. 10.4 The Margins of Empire
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    2. 11 The Rise of Islam and the Caliphates
      1. Introduction
      2. 11.1 The Rise and Message of Islam
      3. 11.2 The Arab-Islamic Conquests and the First Islamic States
      4. 11.3 Islamization and Religious Rule under Islam
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    3. 12 India, the Indian Ocean Basin, and East Asia
      1. Introduction
      2. 12.1 The Indian Ocean World in the Early Middle Ages
      3. 12.2 East-West Interactions in the Early Middle Ages
      4. 12.3 Border States: Sogdiana, Korea, and Japan
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    4. 13 The Post-Roman West and the Crusading Movement
      1. Introduction
      2. 13.1 The Post-Roman West in the Early Middle Ages
      3. 13.2 The Seljuk Migration and the Call from the East
      4. 13.3 Patriarch and Papacy: The Church and the Call to Crusade
      5. 13.4 The Crusading Movement
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
  5. A Global Middle Ages, 1200–1500 CE
    1. 14 Pax Mongolica: The Steppe Empire of the Mongols
      1. Introduction
      2. 14.1 Song China and the Steppe Peoples
      3. 14.2 Chinggis Khan and the Early Mongol Empire
      4. 14.3 The Mongol Empire Fragments
      5. 14.4 Christianity and Islam outside Central Asia
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    2. 15 States and Societies in Sub-Saharan Africa
      1. Introduction
      2. 15.1 Culture and Society in Medieval Africa
      3. 15.2 Medieval Sub-Saharan Africa
      4. 15.3 The People of the Sahel
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    3. 16 Climate Change and Plague in the Fourteenth Century
      1. Introduction
      2. 16.1 Asia, North Africa, and Europe in the Early Fourteenth Century
      3. 16.2 Famine, Climate Change, and Migration
      4. 16.3 The Black Death from East to West
      5. 16.4 The Long-Term Effects of Global Transformation
      6. Key Terms
      7. Section Summary
      8. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
    4. 17 The Ottomans, the Mamluks, and the Ming
      1. Introduction
      2. 17.1 The Ottomans and the Mongols
      3. 17.2 From the Mamluks to Ming China
      4. 17.3 Gunpowder and Nomads in a Transitional Age
      5. Key Terms
      6. Section Summary
      7. Assessments
        1. Review Questions
        2. Check Your Understanding Questions
        3. Application and Reflection Questions
  6. A | Glossary
  7. B | World History, Volume 1, to 1500: Maps and Timelines
  8. C | World Maps
  9. D | Recommended Resources for the Study of World History
  10. Index

Learning Objectives

By the end of this section, you will be able to:

  • Explain how the Abbasids established themselves as the dominant state in the Middle East
  • Discuss the formation of sects within the Islamic community
  • Analyze how Islam influenced the religious and cultural experience of people living under Abbasid rule

The Rashidun and Umayyads played an important role in articulating the new religion of Islam while establishing the Islamic state in the Middle East. But the dynasty that followed them in 750 CE was the one that solidified Islam’s place in the region and in world history. While the Abbasid caliphate did not greatly extend the borders of the Islamic state, its achievements included overseeing and building on the transmission of ancient knowledge that had gone unseen in much of world history until then. The Abbasids presided over what was arguably the end of antiquity in the Middle East and its transition to the Middle Ages, becoming one of the most important powers of their time. They also faced the fracturing of their authority over the outlying provinces, and the growth within Islam of distinct sects with different theological beliefs and goals.

The Abbasid Caliphate

The last decades of Umayyad rule were defined by factionalism and infighting. Arab tribes vied for power and influence, while non-Arab converts to Islam became increasingly frustrated over being marginalized, especially in the far east of the empire. There, in the province of Khurasan, Arab-Muslims had settled after the conquests, often intermarrying with the Indigenous Persians (Figure 11.18). By the mid-eighth century, several generations of these mixed-ethnicity Muslims had come to feel disenfranchised in the region, and Khurasan became a hotbed of revolutionary activity. Many who were frustrated with Umayyad rule and ready for a change met to imagine a more open Islamic community, one in which all ethnicities could enjoy the full benefits of Islamic society, and marginalized groups like the supporters of the fourth caliph Ali and his family would have more opportunity.

A drawing of a map is shown. The Caspian Sea is shown to the northwest, the Persian Gulf (Arabian Gulf) is shown toward the south along with the Gulf of Oman and the Arabian Sea. The Tropic of Cancer is labeled on the latitude line in the northern Arabian Sea. Land labeled “Arabia” is shown in the southwest corner of the map and a land mass labeled “Asia” is shown in the northeast section of the map. An area in Asia is highlighted orange and labeled “Khurasan Province.” It stretches from the Syr Darya River at the top of the map, south through the Aydar Kul, through the cities of Bukhara, Shahrishabr, Merv, and ending south in the city of Kandahar. It stretches west to the city of Gugan and east to the Indus River.
Figure 11.18 Khurasan Province. The province of Khurasan (shaded orange) made up the northeastern extent first of the Sasanian Empire and then of the realm of the early Islamic caliphates. Discontent among the mixed-ethnicity Muslims living there grew during the eighth century. (attribution: Copyright Rice University, OpenStax, under CC BY 4.0 license)

This revolutionary group championed the right of the family of Muhammad to hold the position of caliph. Its members supported the claims of the descendants of Ibn Abbas, a first cousin of Muhammad, and thus came to be known as the Abbasids. In 749, after several years of growing dissatisfaction, they rose in rebellion against the Umayyads, overthrowing Islam’s first dynasty within a year and establishing themselves as the new rulers of the Middle East. Abbasids claimed the title of caliph from the year 750 through to the early sixteenth century, although the power they sought waxed and waned over time.

Shortly after coming to power, the Abbasids of the eighth century reoriented the focus of the Islamic world, pulling it away from Arabia and closer to the East by founding their new capital, Baghdad, in central Iraq (Figure 11.19). Especially with the prominence of Khurasan and the Islamic East in the rise of the Abbasids, shifting the capital city closer to the East also made a great deal of sense. Baghdad was a planned city intended to take advantage of the immense wealth and talent the Islamic state had accumulated over almost a century and a half of conquest and consolidation under the Umayyads. It was built on the banks of the Tigris River in Mesopotamia, a land that had supported some of the earliest human civilizations because of its remarkable fertility. As the Abbasid state grew wealthier and more powerful, Baghdad became a prominent center of trade and culture, and the city sprawled outward along the banks of the river and into the fertile farmland that surrounded it.

A drawing of a map labeled “Baghdad between 150 and 300 A.H.” is shown. A scale is shown under the map title. The map is yellow with a black double lined border. Rivers are highlighted with tiny blue dots, canals highlighted with blue lines, and roads drawn in black. In the middle of the map is a circle labeled “The Round City.” Inside the circle are “E” shaped drawings in various directions. Four lines extend out of the Round City and connect with other lines to indicate roads that run all around the circle in various directions. Some of the roads are labeled. Labeled canals that connect and overlap are drawn all around the circle with some extending out far right on the map. The River Tigris is shown snaking down from the top left and ending at the bottom right of the map. Several district areas are labeled and various small shapes are drawn around the map.
Figure 11.19 Baghdad between 767 and 913 CE (150 and 300 AH). The Abbasid capital in Baghdad was designed to be the greatest city in the region, if not the world. As this map from the 1880s shows, it was constructed with a circular layout, and those who lived inside the walls of the main city, closest to the caliph’s palace, enjoyed special prestige. (credit: “Baghdad 150 to 300 AH” by www.muhammadanism.org/Wikimedia Commons, Public Domain)

The decision to move the focus of Islamic rule further east also signaled a significant shift in the region’s politics and economics. The inhabitants of the former Persian Empire had played an integral role in helping the Abbasids to rise, and they became a major power base for the dynasty as it advanced. Persian language, culture, and traditions came to exert a greater influence on early Islamic society, especially at the court in Baghdad. And as Baghdad overtook traditional Mediterranean cities such as Alexandria, Antioch, Constantinople, Damascus, and Jerusalem in prominence, the center of trade moved further east along the Silk Roads that connected with the Indian Ocean world and a continually growing China.

The Abbasid Translation Movement

The society the early Abbasids created was one of the great marvels of the Middle Ages, and the growth of Baghdad and its courtly culture played a major part in that achievement. But as central as Baghdad was to the advancement and success of the Abbasids, so too were the people who made up their cosmopolitan empire. The early Abbasids strongly supported learning, especially in their capital, and fostered what is now called the Abbasid Translation Movement, or the Greco-Arabic Translation Movement. Few people were literate at this time, but it was an especially important moment in world history thanks to new technology and opportunities that improved access to education and literacy more generally. Especially important was the introduction of Chinese papermaking techniques into the Middle East. These methods allowed for the creation of significantly less expensive books, and the Abbasids’ patronage of scholarly work proved the catalyst for an explosion of medieval learning.

The Abbasids sought to preserve the knowledge of past societies by translating the works of the ancient world into Arabic, especially from Greek and Persian, as the Islamic world transitioned from an oral to a writerly society during the ninth century. Writing and scholarly research were not always well funded in the premodern world, so wealthy patrons, including the caliph himself, provided financial support to scholars capable of completing this work. As a result, the Abbasid elite were able to attract the best and brightest to participate, and a culture of learning grew among the upper echelons of society and especially in Baghdad. Scholars were often native speakers of Greek and Syriac who were generally non-Muslim. The Abbasids’ support of this multicultural and multiethnic community ultimately increased the number of works produced in Arabic during the first centuries of their rule, while at the same time providing exceptional educational opportunities as Islamic schools called madrasas were founded and grew.

The achievements of the translation movement were considerable, preserving many incredibly important astrological, geographic, mathematical, medical, and other scientific and philosophical texts in Arabic at a time when non-Arabic copies had become increasingly rare. These texts included seminal works by the Greek thinkers Aristotle, Dioscorides, Galen, Hippocrates, and Ptolemy that were given advanced study in the Muslim world when their popularity and even availability were extremely limited in the rest of the Mediterranean (Figure 11.20).

A yellowed and worn page is shown from a book. A green plant is drawn with five stalks and round bulbs amid leaves is shown at the top left with another green plant with white flowers and green leaves drawn below it. The roots are exposed on the plant below. Scripted writing is written along the right side of the page in a column, right justified. Some writing is also along the bottom and two notes are made along the right side of the page.
Figure 11.20 The Abbasid Translation Movement. This is a page from an Arabic translation of the first-century Greek physician Dioscorides’s treatise, De materia medica (On Medical Material). It dates from the eleventh century, but many manuscripts like it were first rendered from the original Greek into Arabic during the Abbasid Translation Movement. (credit: “Kitāb al-Ḥašāʾiš fī hāyūlā al-ʿilāg al-ṭibbī Or. 289” by Universitaire Bibliotheken Leiden/Leiden University LibrariesK, CC BY)

From the Persian world, the Abbasids focused on the translation of materials related to statecraft, etiquette, the history of kings, and economics. All these were topics considered essential for a professional education, especially for a class of state bureaucrats known as “secretaries” whose job was to administer the empire and its people on behalf of the ruler. Yet the Abbasids were not simply having the great texts of ancient peoples brought into their language and their madrasas during this period. The manuscripts, especially works of science, were in some cases many centuries old. So, a major goal of the translation movement was not just to preserve but also to correct and expand them. Baghdad, then, became the “house of wisdom” through this emphasis on learning and continued scholarly endeavor. Although the scholars who improved these traditional works often go uncredited in the new volumes they produced, their work allowed the Abbasids to apply contemporary knowledge and understanding to the ruminations of previous generations. Early Abbasid society was a time and place of learning and openness to considering old, new, and foreign ideas; to making them a part of the “Islamic sciences”; and to bringing material from the Mediterranean, Central Asian, and Indian Ocean worlds into the empire.

Sect Formation in the Middle East

The early Abbasid period brought stability to the Islamic world, but it was not permanent. Although there had been contention within the Islamic ummah from the very beginning, it was during the Abbasid rule that more distinct sects formed, based on doctrinal differences and questions about the leadership of the community that traced back to the first century of Islamic history.

The catalyst for the formation of denominations within Islam was a growing divide between the groups now known as the Sunni and the Shia (sometimes written as Shi‘ite), the two primary “umbrella sects” within Islam. The Sunni take their name from the sunna or customs of the Islamic prophet Muhammad. Adherents follow a canonized, common form of the hadith and interpretation of the Quran, although different schools of law exist that provide variable interpretation and guidance to the religious faithful. Today the largest group of Muslims around the world, the Sunni also came to be identified as those who accepted the decision, following Muhammad’s death, that the first leader of the community would be his father-in-law Abu Bakr rather than his son-in-law Ali. The Shia derive their name from the Arabic phrase Shiat Ali or “the followers of Ali,” who eventually became the fourth caliph. They began as those who believed in the claim by Ali and the Prophet’s family that Ali had been designated the new leader of the Muslim community following Muhammad’s death.

Tensions between the two groups continued to escalate through the first Islamic civil war, fought between the caliph Ali and the Umayyad ruler Mu‘awiya, and escalated with the massacre of a large portion of Muhammad’s family, including his grandson Husayn ibn Ali, at Karbala as the second Islamic civil war was beginning. The commemoration of these events in the early Islamic period remains a major feature of the denominations of Shia Islam. The Shia came to revere the family of the Prophet, seeing in them a role beyond providing a new caliph. They believe members of Muhammad’s family transmit divine knowledge, charisma, and authority, and they afford certain of them the title of imam, signifying the religious leader of the community of Muslims. At the center of this focus on the Prophet’s family in the faith’s earliest century was the lineage of Muhammad through his daughter Fatima, the wife of Ali, and her children, who included Husayn. As time passed, however, and as Islam became increasingly more patriarchal in the Abbasid period, the emphasis shifted to the male members of Muhammad’s family and their lineage through Ali specifically.

In the medieval period, the divide between the Sunni and Shia was not complete. The issue of succession following Muhammad’s death was not irreconcilable, and the Sunni respected the family of the Islamic prophet Muhammad even if they did not see an automatic or exclusive right to rule through Ali’s bloodline. The early Shia supported the Abbasids’ claim to leadership because the Abbasids required the caliph to be a member of the Prophet’s family, but Ali’s kin were eventually overlooked in the line of succession. As rivalry grew between these early Shia and the Abbasids, it seems likely that the Shia then articulated that the authority of the imam specifically passed through the family of the Prophet through Ali, and not through anyone less closely related to him—likely to support their own claims to rule.

The role of the caliph as a leader in the Islamic world also began to change dramatically in the Middle Ages. This shift was due not just to the Shia conception of the imam. Rather, as the Abbasids came to power, a religious clerical class also arose within Islam. Known as the ulama (literally “the scholars”), they came to hold an increasingly important role as the interpreters of Islamic law within non-Shia, Sunni Islam during the Abbasid period (Figure 11.21).

A picture of a drawing is shown. Six bearded men are seated on the ground facing a seventh bearded man on the right who is extending his hand out toward the ground. They all wear long solid-colored robes and various turbans on their heads. All of them have black, almond-shaped eyes and black beards, except for one man who has a white beard. One of the men holds two thin white and brown items in his hands. Behind them are shown thirty-three squares in three rows of nine and one row of seven at the top, partially hidden by a green and yellow lattice archway. Inside the square sit stacks of brown books in front of yellow and pink jugs. Red and gold designs are shown across the top of the picture with a gridded gold pyramid shown above the designs in the middle.
Figure 11.21 A Member of the Ulama as Teacher. This thirteenth-century image of a group of students learning from a teacher (far right) in a library depicts religious education in the Abbasid period. (credit: “Les Makamat de Hariri” by Bibliothèque nationale de France/Wikimedia Commons, Public Domain)

Before the Abbasid period, the early caliphs had successfully made a case for being vested with both secular and religious authority, including the ability to interpret the scripture and issue religious proclamations. As the ulama acquired a more prominent role in Abbasid society, however, they claimed more of this power and authority for themselves, diminishing the religious entitlements that earlier caliphs had claimed. As the centuries passed, the religious role of the caliph weakened further, and the decision to compile and write down the hadith, which had been transmitted only orally for the bulk of the first two centuries, gave further authority to the keepers and teachers of this material at the expense of the caliph within early Sunni Islam.

Islamization before the Crusades

What was it like for Indigenous peoples of captured territories to live under Islamic rule during the Umayyad and Abbasid periods? Perhaps unsurprisingly, the experience was variable, especially considering the size of the empire the Abbasids came to rule. What is surprising is that the majority of these inhabitants were not Muslims themselves.

The largest group belonged to eastern Christian denominations, including Melkites, Jacobites, Copts, and Nestorians, but significant minority populations of Jewish people and Zoroastrians also lived throughout the empire. We have seen that non-Muslims were allowed to keep their religion and continue to live under Islamic rule by paying a special tax. Early on, the Muslims instituted a series of rules to limit the interactions between themselves and non-Muslims, and a later series of regulations regarding religious intermarriage and child-rearing slowly converted more of the population to Islam over time.

For example, a Muslim generally could not marry a non-Muslim under Islamic law, but if such a marriage occurred, a Muslim woman’s future husband had to convert to Islam to marry her, and the children of a Muslim husband had to be raised as Muslim. Thus, it seems likely that the process of conversion to Islam at this time was quite slow and that the Muslims remained a numeric minority for centuries even though they wielded the majority of power in the empire.

In Their Own Words

The Pact of Umar

The “Pact of Umar” is a legal document detailing the rights and responsibilities of Christians living under early Islamic rule. Often attributed to Umar, the second Rashidun caliph who ruled from 634 to 644, it may date anywhere from the seventh to the early ninth century.

In the name of God, the Merciful and Compassionate. This is a letter to the servant of God Umar, Commander of the Faithful, from the Christians of such-and-such a city. When you came against us, we asked you for safe-conduct for ourselves, our descendants, our property, and the people of our community, and we undertook the following obligations toward you:

We shall not build, in our cities or in their neighborhood, new monasteries, Churches, convents, or monks' cells, nor shall we repair, by day or by night, such of them as fall in ruins or are situated in the quarters of the Muslims.

We shall keep our gates wide open for passersby and travelers. We shall give board and lodging to all Muslims who pass our way for three days.

We shall not give shelter in our churches or in our dwellings to any spy, nor bide him from the Muslims.

We shall not teach the Quran to our children.

We shall not manifest our religion publicly nor convert anyone to it. We shall not prevent any of our kin from entering Islam if they wish it.

We shall show respect toward the Muslims, and we shall rise from our seats when they wish to sit.

We shall not seek to resemble the Muslims by imitating any of their garments, the qalansuwa [a type of headwear], the turban, footwear, or the parting of the hair. We shall not speak as they do, nor shall we adopt their kunyas [a part of an Arab name].

We shall not mount on saddles, nor shall we gird swords nor bear any kind of arms nor carry them on our- persons.

We shall not engrave Arabic inscriptions on our seals.

We shall not sell fermented [alcoholic] drinks.

We shall clip the fronts of our heads.

We shall always dress in the same way wherever we may be, and we shall bind the zunar [a type of belt] round our waists

We shall not display our crosses or our books in the roads or markets of the Muslims. We shall use only clappers in our churches very softly. We shall not raise our voices when following our dead. We shall not show lights on any of the roads of the Muslims or in their markets. We shall not bury our dead near the Muslims.

We shall not take slaves who have been allotted to Muslims.

We shall not build houses overtopping the houses of the Muslims. . . .

We accept these conditions for ourselves and for the people of our community, and in return we receive safe-conduct.

If we in any way violate these undertakings for which we ourselves stand surety, we forfeit our covenant, and we become liable to the penalties for contumacy and sedition.

—“The Status of Non-Muslims Under Muslim Rule”

  • Who is said to be writing this agreement, and why does that matter? Why was it written?
  • You may see the pact as onerous and limiting for Christians. Can it be read differently? How?

Even during the Abbasid period, Islam was still a new religion. The Muslims benefited from allowing non-Muslim communities a certain amount of autonomy and segregation, so long as this did not limit or infringe on the rights and privileges of the ruling Muslim elite. They even allowed non-Muslim religious courts to adjudicate many cases among Jewish people and Christians. They may also have feared a temptation among adherents to stray from the new faith to older traditions like Christianity and Judaism, which had a great deal in common with Islam at that time.

Along with religious conversion to Islam, cultural conversion, which took place much more rapidly, formed part of the process of Islamization in the Middle East and North Africa. As the early Islamic state grew wealthier and more powerful through continued expansion, and as the Arab-Muslim conquerors became a clearer and stronger elite in the new society, members of the nobility of Indigenous populations were keen to maintain their own wealth and status in whatever ways they could. Thus, they began to bring aspects of Arab and Islamic culture into their daily lives while retaining their commitment to their own religious communities.

It became common, then, for Christians in places like Jordan and Egypt to adopt the Arabic language while outside their homes or churches, and a native language such as Syriac or Coptic within their own communities and for their worship. Non-Muslim men and women also adopted styles of dress and grooming similar to those of the Muslim elite (even if there was anxiety among religious leaders about this type of acculturation, as seen in the Pact of Umar), along with naming practices, especially in places like Islamic Spain. They also began to embrace aspects of Islamic art and architectural design. In the same way as the Rashidun and the first Umayyad caliphs had relied upon imitative design and symbols to legitimize themselves in the earliest period of Muslim rule, so did non-Muslims now adopt features of Islamic culture to gain, maintain, or regain status within the Abbasid world.

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