History

COURSE DESCRIPTION: This course is an investigation of the historical origins of Islam and the beliefs and practices of the early Islamic community.  Special attention will be given to Islam’s transformation of Arabian civilization, contextual study of the Qur’an, and the evolution of doctrines that have contemporary relevance.  My intent is to provide a balanced and historical perspective that will counter media misinformation and stereotypes about Islam and Muslims.  In the context of a historical survey of the development of early Islamic civilization, we will study interfaith relations, the evolution of Islamic beliefs and practices, and complex concepts such as jihad and shura (“consultation,” a quasi-democratic concept).   I hope you will exit the class with the ability to provide balanced and informed answers to controversial questions of contemporary relevance: does Islam embrace violence? how does Islam deal with members of other religions?  what is “Islamic law”? can Islam and democracy coexist?

EVALUATION:

• 50% Written discussion questions: I assign questions about the readings for each unit of the course.  These will be factual or speculative questions that direct you to the important themes.  Do your best to answer these questions as an historian – you must cite your evidence, evaluate authors' perspectives, and consider alternative answers.  We will use these questions as the basis for in-class discussion or debate, and you will hand them in.  You will receive one point for each question and an additional point for an especially thorough overall answer.  Missing discussion questions receive a zero.  The questions for the first day of class are your Advance Assignment.
• 10% Participation: Since this is an immersion course, at least one hour out of every three will be devoted to discussion.  
• 20% four daily quizzes.  The quizzes will be held at the beginning of each class and will cover material from the previous day’s readings, lecture, and discussion.  They may include objective questions (multiple choice, true/false, and map labeling) and/or short answer.  See my web site for preparation suggestions.
•  20% Final Paper (5 pages).
• No extra credit is possible for this class.

TEXTBOOKS: Bring your Qur’an and print-outs of all readings to class with you.

         The Koran Interpreted: A Translation, by A. J. Arberry (Touchstone, 1996).

         A Reader on Classical Islam, ed. by F. E. Peters (Princeton, 1994). These readings are available in pdf format on Blackboard, in a folder in the Course Documents section.  To read them you will need to have Adobe Reader, which is available free on http://www.adobe.com. Click on “Get Adobe Reader.”

        Course Reader containing additional articles in pdf format in Blackboard Course Documents. 

COURSE SCHEDULE

Saturday.      Pre-Islamic Arabia and Muhammad’s Early Revelations

Advance Assignment: About 37 pp. reading, plus written questions.

1.         Read “The Quran,” by Neal Robinson, and answer the following questions: (a) How is the Qur’an arranged? (b) When were its verses written down? c) How are the Meccan and Medinan suras different? (d) What potential problems with interpretation of the Qur’an do you perceive?

2.         Since the Qur’an is not in chronological order, nor were its verses arranged in thematic units, it can sometimes be difficult to follow.  In general, when doing the assignments from the Qur’an, you should ask yourself what the basic message of each verse is and make a note of it.  Then when you review your notes on all the verses I have assigned you (which are thematic units), a theme will stand out.  A lot of it will be repetitive.  Read Peters, 37-42, 258-260; Qur’an 45:24-25, 8:35, 6:137-140, 72:6, 29:61-65, 53:19-20,104:1-3, 2:247, 92:8-11,11:87.  Describe your impressions of pre-Islamic Arabic in a short paragraph.

3.         Read Peters 49-50 (Khadija); Qur’an 96:1-5 (traditionally thought to be the first verse of the Qur’an revealed to Muhammad); 74:1-29 (traditionally thought to be the second verse revealed, thought by a minority to be the first verse). (a) Describe why Muhammad married his first wife, Khadija, and (b) give your impressions of the earliest verses of the Qur’an (96 and 74) – what is the basic message?

4.         Read Peters 106-109 (an Arabic Quran); “Into the Mystic:  Scientists Confront the Hazy Realm of Spiritual Enlightenment” from Science News, and “The Qur’an as a Historical Source,” by W.M. Watt.  (a) Describe how the article “Into the Mystic” explains mystical experiences.  (b) How does this explanation mesh with the stories about Muhammad’s experiences?  (c) Considering the perspective of W.M. Watt, do you think is it possible for non-Muslims to believe Muhammad was a prophet? Why/why not? (Make sure you read the material from Peters before reading Watt.)

5.         Read exercise on avoiding plagiarism (in Blackboard Assignments).  Plagiarism on your final paper will be referred to college judicial authorities and may result in a failing grade for the course.

Approximate Schedule: There will be 10 minute breaks at the end of each segment.

9-10  Introductions

10-12 Pre-Islamic Arabia

12-1 lunch

1-3 Muhammad and the Early Revelations

3-4 Discussion: if God were to contact humanity, how would He do it?  Can visions, prophecies, etc. be explained or explained away by science?

4-5 Basic Principles and Rituals of Islam

Sunday: Basic Principles in the Early Revelations and Conflicts with the Quraysh

Assignment: About 50 pp. reading, plus written questions.

1.         Read Qur’an 112 (all), 107 (all), 98 (all), 93 (all), 87 (all), 86 (all), 80 (all), 73 (all), 40:61-65.  What were the basic principles of the new religion as described in these early suras?

2.         Read Peters 22-24 (Moses) 27-33 (Jesus), 161-165 (Did Jews and Christians tamper with Scripture?), 389-391 (the Second Coming).  How does the Qur’an regard Christianity and Judaism?  Contrast with medieval commentators’ ideas.

3.         Read “The Pessimistic Conception of the Early Life,” by Toshihiko Izutsu, and Qur’an 104:1-3, 102:1,  92:5-11,  53:33-35, 104:1-3, 108:3, 34:31-3, 70:17-35. Based on your readings, contrast the religious beliefs and social values of the pre-Islamic Arabs with those of the early Muslims.

4.         Read Peters 177-178 (Satanic verses); Qur’an 53:18-23, 22:52-57, 17:40, 37:149-157, 34:40-41, 109 (all). What do you think of the Satanic verses?

5.         Read Peters 64-67 (the Night Journey); Qur’an 17:1 and 88, 52:29-34, 11:13-14, 111 (all); 86:15-16, 14:46, 43:79-80, 8:30, 17:76, 21:36.  What is the Qur’an warning of in these verses?

6.         Read Qur’an 17:89-92, 41:26, 43:31, 25:5, 6:8-10, 68:10-15, 56:45-48, 75:1-6, 36:77-79, 75:3-4 and 36-40, 83:11-13, 21:38-40, 68:51, 32:3, 38:4-7, 52:29-45, 69:41-42, 36:69, 16:103, 25:4-9, 6.69:38-47, 81: 19-24. What arguments did the pagans make against Muhammad?  How did the Qur’an respond to those arguments?

7.         Read Qur’an 73:10, 47:13, 60:1 and 9, 9:23-24 and 40, 8:72-75; and “The Constitution of Medina.”  What do these verses suggest was going on in Mecca between pagans and Muslims?  According to the Constitution of Medina, what was the relationship between the “believers” and the Jews?

Approximate Schedule:

9-10 Quiz and Christians and Jews

10-11 Discussion What classes or types of people do you think would be attracted to Islam?  Does the rise of Islam within Meccan society constitute a revolution?

11-12 early conversion, conflict, and the Satanic verses

12-1 lunch

1-2 the boycott and the Night Journey

2-3 Discussion What arguments did the pagans make against Muhammad?  How did the Qur’an respond to those arguments?  What do you think of the so-called Satanic verses?

3-4 The Hijra

4-5 The Constitution of Medina. Discussion: According to the Constitution of Medina, what was the relationship between “believers” and Jews?

Wednesday: Foundations of a State: Ritual, Law, Rights of Women, and Warfare

Assignment: About 30 pp. and written questions, and web assignment.

1.         Read Peters 246-248 (Case of the Woman Taken in Adultery); Qur’an 4:1-25 and 34-35 and 129, 3:195, 33:35 and 49-52, 24:1-34 and 53-60, 2:221-223 and 226-242 and 282, 65:1-7; R: “Sayings of Muhammad” and “Muhammad’s Marriages,” by W.M. Watt. What rights do Muslim women have, according to the Qur’an and hadith?  OPTIONAL: Surf the web using keywords ‘women’ and ‘Islam’.  If you find anything interesting or controversial, print a copy and bring it to class.  (Keep in mind that a lot of material on the web is just junk.)

2.         Read Qur’an 2:178-182, 17:31-33; 5:32-39; 4:92-93 (on criminal punishments).  What punishments are decreed for what crimes?

3.         Read “Jihad vs. Violence in the Qur’an,” by Dr. Gesink; Qur’an 2:216-218, 8:39, 22:39-41 and 58-59.  When are Muslims permitted to fight?

4.         Read Qur’an 3:155-158 and 165-171.  What does the Qur’an have to say about death in battle?

5.         Read Peters 243-246 (Abrogation in Islamic Law), Qur’an 2:256, 9:1-29.  Does verse 9:5 abrogate verse 2:256?

6.         Web assignment: Surf the internet for sites in which Muslims write about the issue of jihad and violence (or are quoted), try to answer the following questions, and bring copies of web pages to class. (a) How do Islamic extremists use Qur’anic verses or hadith to justify violence?  (b) How do other Muslims use Qur’anic verses or hadith to condemn violence?  (c) Is it possible to determine who is right?  How/why not?

Approximate Schedule:

9-10 Quiz and Basis of the Shari‘a: the Islamic Legal Tradition

10-12 Discussion: What rights are given to women in the Qur’an and hadith?

12-1 lunch

1-2 Raid at the Palm and the Battles of Badr and Uhud.

2-3 Battle of the Trench and the “Treachery of the Jews”

3-4 Discussion: Who are the “infidels”?  What is “jihad”? 

4-5 The Conquest of Mecca.  Discussion: Consider the doctrine of Abrogation.  What do you think the “sword verses” mean in the context of the conquest of Mecca?  Do they, and the verses condemning the Jewish tribes who abandoned the Muslim cause, abrogate earlier verses defining Jews and Christians as believers?  How do contemporary Islamic militants use these verses to justify violence? 

Saturday: Islam After Muhammad: Age of Expansion and Fragmentation 

Assignments: About 37 pp. and written questions.

1.         Read Qur’an 5:3.  What do you think this verse means for Muslims today?

2.         Read Qur’an 42:36-38 and 41-43, 3:159; “Democracy and Shura,” by Sadek Sulaiman.  Does Islam support democracy?

3.         Read “Ibn Muslama’s Pact with the Christians of Tiflis and the Pact of ‘Umar.” What attitude towards minorities do the two pacts suggest?  Does this suggest change or continuity with previous practice regarding Christians?

4.         Read “What is the Koran?” by Toby Lester; Peters 178-184 (Revelation and its Copy, ‘Uthman’s recension, Who Put Together the Suras?, Seven Readings, and Textual Corruptions) What method did ‘Uthman use to collect the verses of the Qur’an? Where does the arrangement of the Qur’an come from then, God or humanity? What about the one sura that does not open with the words “in the name of God etc”?  How was that one arranged?   Is it possible that there are errors in the Qur’an? What happened to “variant” texts of the Qur’an that existed when ‘Uthman made his recension? Is there any other evidence that the text of the Qur’an was disputed, or that it changed over time?  Were the sources that tell us how the Qur’an was revealed written during Muhammad’s lifetime?

5.         Read “Membership of the Community,” by W. M. Watt.  According to the Shi‘a and the Kharijis, what were the qualifications for membership in the Islamic community?

6.         Read Peters 127-128 (Pool of Khum), 277-279 (A Muslim Holy Day).  According to this Shi‘i account, did Muhammad appoint a successor? What does Ashura commemorate?

Approximate Schedule:

9-10 Quiz and Muhammad’s Death and the Issue of Succession.

10-11 Abu Bakr and the Wars of the Rida; ‘Umar and the Conquest of Jerusalem

11-12 Discussion: Does Islam support democracy?  Did policies toward non-Muslims change during the age of conquest?

12-1 lunch

1-2 ‘Uthman and Discussion of the Rescension of the Qur’an

2-3 The Kharijis and the Shi‘a

3-4 Sufism

4-5 Film: Requiem for a Faith: The Sufi Way

Sunday: Philosophy, Theology, and Historical “Truth”

Assignment: About 25 pp. and written questions.

1.         Read “Methodologies of John Wansbrough,” by Andrew Rippin. (a) What does Wansbrough mean by “salvation history”?  (b) Why does he consider Islamic history to be “salvation history”?  (c) If we have two versions of Islamic history, a traditional version believed by most Muslims, and the new version described in this article, which one should we teach?

2.         Read “Islamic Theology,” by Neal Robinson.  Based on this article, what would you say are the “big questions” (questions that divide people, that have no answer, that have to do with human relationship to God, etc.) in Islam?

Approximate Schedule:

9-10 Quiz and The “Big Questions” in Islam

10-12 Discussion of Salvation History

12-1 lunch

1-4 Film: The Message

4-5 Wrap Up Discussion

FINAL PAPER: In a 5 page essay, answer ONE of the questions below.  You explain how you interpret the question, take a stand, and defend your answer with evidence from readings assigned in this class.  Evidence must be cited using either Chicago style footnotes or MLA parenthetical references and a works cited sheet.  You may not use outside sources.  Your paper is due in two weeks from the end of class.

• Does Islam embrace violence?
• Does Islam define Jews and Christians as infidels? 
• Does Islam oppress women?
• Can Islam and democracy coexist?
• Is Islam inflexible and stifling to free inquiry?

COURSE POLICIES: It is absolutely essential to success in this class that you attend regularly, take good notes, and keep up with the written assignments. To aid you in that effort:

• Attendance is required.  Students who miss one day may be removed from the course.
• Any student with a documented disability (e.g., mobility, learning, psychological, vision, hearing, etc.) who needs to arrange accommodations must contact both me and Disability Services at the beginning of the term.
• I will not tolerate plagiarism or cheating.  Violations of the “Policy on Academic Dishonesty” detailed in the Baldwin-Wallace College Catalog will result in a failing grade and will be reported to college authorities for investigation and disciplinary action.

CORE CURRICULUM REQUIREMENTS IN THE DEPARTMENT OF HISTORY

1.   Ethical Considerations:

            The Department of History believes that all history should be taught within an ethical framework.  The Department of History therefore seeks to challenge students as to the ethical consideration of historical events and movements.  The courses in the Department include questions of ethical and moral concerns in the areas of political thought and practice, international relations and conflicts, economic justice, social interaction, scientific discoveries, and religious standards.

2.   Writing:

            The Department of History believes that sound, effective and accurate writing skills should be the goal of all Baldwin-Wallace students.  The Department of History therefore will include in all courses essay-type examinations and/or term papers, book reports, or other written, graded assignments.