REL 407: Islamic History to 1798

REL 407: Islamic History to 1798 In Workflow 1. 16PHI UG Director of Curriculum (david_austin@ncsu.edu) 2. 16PHI UnderGrad Head (mjpendle@ncsu.edu) 3. 16PHI Grad Head (mjpendle@ncsu.edu) 4. 16HI UG Director of Curriculum (kimler@ncsu.edu) 5. 16HI GR Director of Curriculum (jerudolp@ncsu.edu) 6. 16HI UnderGrad Head (david_zonderman@ncsu.edu) 7. 16HI Grad Head (david_zonderman@ncsu.edu) 8. CHASS CC Coordinator UG (hope_ziglar@ncsu.edu; despain@ncsu.edu) 9. CHASS CC Meeting UG (hope_ziglar@ncsu.edu; despain@ncsu.edu) 10. CHASS CC Chair UG (david_austin@ncsu.edu) 11. CHASS Final Review UG (hope_ziglar@ncsu.edu) 12. CHASS Dean UG (dpdannel@ncsu.edu) 13. CHASS CC Coordinator GR (wemory@ncsu.edu; despain@ncsu.edu) 14. CHASS CC Meeting GR (wemory@ncsu.edu; despain@ncsu.edu) 15. CHASS CC Chair GR (despain@ncsu.edu) 16. CHASS Final Review GR (wemory@ncsu.edu) 17. CHASS Dean GR (dpdannel@ncsu.edu) 18. OUCC Review (courses-curricula@ncsu.edu, aeherget@ncsu.edu, lamarcus@ncsu.edu) 19. UCCC Coordinator (courses-curricula@ncsu.edu, aeherget@ncsu.edu, lamarcus@ncsu.edu) 20. UCCC Meeting (courses-curricula@ncsu.edu, aeherget@ncsu.edu, lamarcus@ncsu.edu) 21. UCCC Chair (andy_nowel@ncsu.edu) 22. CUE Coordinator (lamarcus@ncsu.edu) 23. CUE Meeting (lamarcus@ncsu.edu) 24. CUE Chair (Peggy_Domingue@ncsu.edu) 25. OUCC Final Signature (barbara_kirby@ncsu.edu) 26. OUCC Final Review (lamarcus@ncsu.edu) 27. abbigelo (anna_bigelow@ncsu.edu) 28. abbigelo (anna_bigelow@ncsu.edu) 29. ABGS Coordinator (george_hodge@ncsu.edu; lian_lynch@ncsu.edu; mlnosbis@ncsu.edu) 30. abbigelo (anna_bigelow@ncsu.edu) 31. ABGS Meeting (george_hodge@ncsu.edu; lian_lynch@ncsu.edu; mlnosbis@ncsu.edu) 32. ABGS Chair (george_hodge@ncsu.edu; lian_lynch@ncsu.edu; mlnosbis@ncsu.edu) 33. Grad Final Review (george_hodge@ncsu.edu; lian_lynch@ncsu.edu; mlnosbis@ncsu.edu) 34. PeopleSoft (none) Approval Path 1. Wed, 30 Sep 2015 15:12:42 GMT David Austin (david_austin): Approved for 16PHI UG Director of Curriculum 2. Wed, 30 Sep 2015 15:27:40 GMT Michael Pendlebury (mjpendle): Approved for 16PHI UnderGrad Head 3. Wed, 30 Sep 2015 15:35:05 GMT Michael Pendlebury (mjpendle): Approved for 16PHI Grad Head 4. Wed, 30 Sep 2015 17:45:12 GMT William Kimler (kimler): Approved for 16HI UG Director of Curriculum 5. Wed, 30 Sep 2015 18:35:08 GMT Susanna Lee (susanna_lee): Approved for 16HI GR Director of Curriculum 6. Thu, 01 Oct 2015 15:53:38 GMT David Zonderman (david_zonderman): Approved for 16HI UnderGrad Head

7. Thu, 01 Oct 2015 15:56:44 GMT David Zonderman (david_zonderman): Approved for 16HI Grad Head 8. Thu, 08 Oct 2015 18:50:51 GMT Jeffrey Despain (despain): Approved for CHASS CC Coordinator UG 9. Mon, 26 Oct 2015 19:12:22 GMT Jeffrey Despain (despain): Approved for CHASS CC Meeting UG 10. Mon, 26 Oct 2015 22:52:58 GMT David Austin (david_austin): Approved for CHASS CC Chair UG 11. Wed, 18 Nov 2015 13:26:21 GMT Hope Ziglar (hope_ziglar): Approved for CHASS Final Review UG 12. Tue, 24 Nov 2015 15:15:47 GMT Deanna Dannels (dpdannel): Approved for CHASS Dean UG 13. Fri, 11 Dec 2015 14:16:55 GMT Jeffrey Despain (despain): Approved for CHASS CC Coordinator GR 14. Thu, 11 Feb 2016 14:17:26 GMT Jeffrey Despain (despain): Approved for CHASS CC Meeting GR 15. Thu, 11 Feb 2016 15:46:29 GMT Jeffrey Despain (despain): Approved for CHASS CC Chair GR 16. Thu, 11 Feb 2016 21:04:37 GMT William Emory (wemory): Approved for CHASS Final Review GR 17. Tue, 16 Feb 2016 18:00:41 GMT Deanna Dannels (dpdannel): Approved for CHASS Dean GR 18. Thu, 25 Feb 2016 18:25:55 GMT Li Marcus (lamarcus): Approved for OUCC Review 19. Fri, 04 Mar 2016 14:27:30 GMT Li Marcus (lamarcus): Approved for UCCC Coordinator 20. Wed, 16 Mar 2016 18:15:54 GMT Li Marcus (lamarcus): Approved for UCCC Meeting 21. Fri, 18 Mar 2016 20:09:58 GMT Jeffrey Despain (despain): Approved for UCCC Chair 22. Thu, 31 Mar 2016 18:12:52 GMT Li Marcus (lamarcus): Approved for CUE Coordinator 23. Fri, 08 Apr 2016 18:33:44 GMT Li Marcus (lamarcus): Approved for CUE Meeting 24. Wed, 13 Apr 2016 19:02:21 GMT Peggy Domingue (Peggy_Domingue): Approved for CUE Chair 25. Fri, 15 Apr 2016 20:26:34 GMT Barbara Kirby (barbara_kirby): Approved for OUCC Final Signature 26. Fri, 15 Apr 2016 20:43:10 GMT Li Marcus (lamarcus): Approved for OUCC Final Review 27. Mon, 18 Apr 2016 16:11:40 GMT Anna Bigelow (anna_bigelow): Approved for abbigelo 28. Thu, 21 Apr 2016 15:45:41 GMT Anna Bigelow (anna_bigelow): Approved for abbigelo 29. Fri, 22 Apr 2016 13:43:20 GMT Melissa Nosbisch (mlnosbis): Rollback to abbigelo for ABGS Coordinator 30. Sat, 23 Apr 2016 17:05:11 GMT Anna Bigelow (anna_bigelow): Approved for abbigelo 31. Sat, 23 Apr 2016 17:18:13 GMT Anna Bigelow (anna_bigelow): Approved for abbigelo 32. Mon, 25 Apr 2016 13:13:07 GMT Melissa Nosbisch (mlnosbis): Approved for ABGS Coordinator 33. Thu, 18 Aug 2016 19:42:10 GMT Anna Bigelow (anna_bigelow): Approved for abbigelo 34. Mon, 29 Aug 2016 14:43:21 GMT Melissa Nosbisch (mlnosbis): Approved for ABGS Meeting

Date Submitted: Wed, 30 Sep 2015 15:06:57 GMT Viewing: REL 407/HI 407/REL 507 : Islamic History to 1798 Changes proposed by: n51ls801 Change Type Major Course Prefix REL (Religious Studies) Course Number 407 Course ID 011599 Dual-Level Course Yes Dual-Level Course Number: 507 Cross-listed Course Yes Cross-listed with Subject Code(s) Course Prefix: HI Title Islamic History to 1798 Abbreviated Title Islam HI to 1798 College College of Humanities and Social Sciences Academic Org Code Philosophy and Religion (16PHI) CIP Discipline Specialty Number 38.0201 CIP Discipline Specialty Title Religion/Religious Studies. Term Offering Fall Only Year Offering Offered Alternate Odd Years

Effective Date Spring 2016 Previously taught as Special Topics? No Course Delivery Face-to-Face (On Campus) Grading Method Graded with S/U option Credit Hours 3 Course Length 16 weeks Contact Hours (Per Week) Component Type Lecture 3.0 Course Attribute(s) GEP (Gen Ed) Course Is Repeatable for Credit No Instructor Name Anna Bigelow Instructor Title Associate Professor of Religious Studies Grad Faculty Status Assoc Anticipated On-Campus Enrollment Contact Hours Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip Enrollment Component Per Semester Per Section Multiple Sections? Comments Lecture 5 5 No REL 407 enrolls 30-35 undergraduates. It is anticipated that about 5 graduate students would enroll in REL 507 Course Prerequisites, Corequisites, and Restrictive Statement Prerequisite for REL 407: 3 hrs HI or REL 300 or above Prerequisite for REL 507: graduate standing

Is the course required or an elective for a Curriculum? Yes Which Curricula are Affected? SIS Program Code Program Title Required or Elective? 16RELSTBA Religious Studies-BA Elective 16HISTBA History-BA Elective 16HISTTED History-BA Teacher Education concentration Elective 16HISTBS History-BS Elective Catalog Description The history of the Islamic Near East to 1798. Topics include the East Mediterranean before Islam, Muhammad and the development of Islam, sources of Muslim civilization, Islamic law, science, philosophy, art and architecture, Islam in Spain, India, Asia and Africa, the Crusades, the Ottomans, Islam and Europe. Credit will not be given for both REL/HI 407 and REL/HI 507. Justification for each revision: HI 507 already exists as does REL/HI 407. Past enrollments: 2014 Fall Term 35 2012 Fall Term 31 2010 Fall Term 38 2008 Spring Term 35 2006 Spring Term 31 Does this course have a fee? No Is this a GEP Course? Yes GEP Categories Global Knowledge Humanities Humanities Open when gep_category = HUM Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to: List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1: Obj. 1) Engage the human experience through the interpretation of culture. Students will be able to describe using literary, religious and socio-historical sources the ways in which Islam developed from pre-islamic cultures and will thus come better to appreciate the particularities of both with reflective awareness of the contrasts with their own cultures.

Measure for 1. Reading response question: Sura 3 of the Qur'an begins: God: there is no god but Him, the Ever Living, the Ever Watchful. Step by step, He has sent the Scripture down to you [Prophet] with the Truth, confirming what went before: He sent down the Torah and the Gospel earlier as a guide for people and He has sent down the distinction [between right and wrong]. Explain the ways in which this Sura can be interpreted as showing that the God of Islam, characterized by Tawhid, or Absolute Oneness, is seen as the same as the God of Judaism and Christianity so that Islam stands in a continuous sequence of revelations given to humanity. List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2: Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities. Students will be able to identify the modes of interpretational differentiation essential to Islam s reflexive construction through implicit and explicit legal, social and theological rules and allied practices. Measure for 2. Paper One topic: Some Islamic spiritual and legal leaders believed that music and dance were bodily pleasures and hence earthly distractions from God. The mystic traditions of Islam, Sufism chief among them, believed however that music and dance were instead sacred in and could lead to personal experience of God, a continuous remembrance of God or dikhr. Describe the ways in which Rumi was able to navigate the criticisms of some Islamic scholars and imams who called his ecstatic whirling heretical. Explain the related role given to Rabi'a Al-Adawiyya, a woman, as the representative of the first development of mysticism in Islam. A successful essay will argue for the explanation, using specific examples (quotations, direct references). List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3: Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities. Students will be able to reconstruct and analyze arguments given within Islamic jurisprudence and to identify the cultural influences that informed those arguments. Measure for 3. Exam question: Describe in detail the diversity of conceptions of rationality as evidenced in historical disputes over the use of ijtihad, ra y, qiyas, ijma and istihsan. Attach Additional GEP Information if applicable Global Knowledge Open when gep_category = GLOBAL Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4: List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1: Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Students will be able to identify, interpret, and compare the major elements of the Islamic tradition and the cultural contexts of the religion's origins, foundational texts, and early leaders. Measure for Outcome 1: Paper Two: The Djinn are explicitly mentioned in over thirty different verses of the Qur'an, and there are many hadiths that comment on the Djinn. As beings created from smokeless fire by the angels who nonetheless inhabit a human world, the Djinn are spiritual and conceptual mediators between two realms. Explain how this way of bridging the gap between human and divine was a natural outgrowth of pre-islamic cultural influences on Islam. Please complete at least 1 of the following student objectives. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2: Obj. 2) Compare these distinguishing characteristics between the non-u.s. society and at least one other society. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3: Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-u.s. society. Students will be able to evaluate and identify how changing representations of the Prophet Muhammad produced by Muslims and non-muslims reflected changing exigencies, political conditions, and social concerns. Exam Question 4: The biography of the prophet Muhammad has been told and retold from a variety of perspectives over the centuries. Explain Kecia Ali s argument in The Lives of Muhammad about these multiple versions of the life story, how these accounts changed due to colonial encounters with Western Europe, and what we learn about changing sensibilities among Muslims and non-muslims with regard to Muhammad s biographies and biographers. List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4: Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-u.s. society. Interpret and explain how the interaction of Muslims and non-muslims changed with the expansion of Islam and the emergence of Muslim governance.

Exam question 3: Relations between Muslims and non-muslims have varied widely over the last fourteen centuries. Fred Donner argues that the early followers of Muhammad are best understood as believers rather than as Muslims. What is at stake in that claim? Giving specific examples, discuss how interreligious relations have been conceptualized and governed in at least three separate historical contexts. These examples can be very specific (such as the pre-hijra Meccan period or the reconquest of Jerusalem/al Quds) or very broad (such as the Abbasid period or the Crusades), as long as you give clear evidence. Demonstrate your understanding of the undergirding principles governing these relations as necessary (i.e. jihad, qital, ahl al kitab, dhimma, etc) Attach Additional GEP Information if applicable Requisites and Scheduling What percentage of the seats offered will be open to all students? 100% a. If seats are restricted, describe the restrictions being applied. NA b. Is this restriction listed in the course catalog description for the course? NA List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none. Prerequisite for REL 407: 3 hrs. of History Prerequisite for REL 507: graduate standing List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan) Credit will not be given for both REL/HI 407 and REL/HI 507. Additional Information Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required. Title and author of any required text or publications. See attached syllabus. Major topics to be covered and required readings including laboratory and studio topics. List any required field trips, out of class activities, and/or guest speakers. Consultation College(s) Contact Name Statement Summary College of Humanities and Social Sciences David Zonderman Does History object to adding REL 507 to rectify an unknown error that led to the addition of HI 507 without REL 507? The History Department has no objection to the addition of REL 507. Instructional Resources Statement No new resources are required for offering REL 507 as it will be taught concurrently ("piggy-backed") with the already approved REL/HI 408 and enrollments will be not be so large as to impose an excessive burden on the instructor. Course Objectives/Goals Student Learning Outcomes Students will be able to: 1. Identify major concepts, figures, and events from the Islamic tradition.

2. Interpret Islam's origins, growth, and development in the Middle East and beyond. 3. Identify and compare the various cultural contexts and their effects on the Islamic tradition. 4. Read and critically evaluate often challenging primary texts. 5. Implement a critical study of Islamic traditions. 6. Evaluate the role Islamic history plays in contemporary Islamic cultures. 7. Assess the impact of Islamic civilizations on the study of religious history. Student Evaluation Methods Evaluation Method Weighting/Points for Each Details Major Paper 45% Research Paper (30-35 pp) on a topic of the student's choosing in consultation with the professor. Written Assignment 20% Annotated Bibliography - fifteen entries on books and articles related to the term paper. Formatting will be provided presentation 15% On a topic of student's choice, each student will give a ten-minute presentation on any topic in early Islamic History of particular interest or curiosity to the student. Participation 15% Participation means that you come prepared to discuss the readings and subjects under discussion. See attached syllabus. Graduate students are expected to attend four additional meetings outside of the class meetings Attendance 5% Attendance is mandatory and will be taken. See attached syllabus. Other --- See attached syllabus for REL/HI 507 student evaluation methods. Topical Outline/Course Schedule Topic Time Devoted to Each Topic Activity Introduction 0.5 weeks Islam and World History Religions of Antiquity Arabia before Islam and after Empire of Islam Muhammad in History The Qur'an in Context The Qur'an as Guide - Revelations of Power, Light, and Mercy The Qur'an as Oral/Aural Revelation Muhammad in the Tradition The First Four Caliphs and the Issue of Succession The First Four Caliphs and the Rise of the Umayyads Women in Early Islam Hadith Commentaries and Consolidation The 'Alid Movement Successors to the Successors I: Administration, Leadership and Jihad

Jihad: the Greater and the Lesser Successors to the Successors II: Humanism, Law, Spirituality Law and Ritual From 'Alids into Abbasids and the Shi'i movements Sufi Traditions The Franks and the Believers: The Crusades Beyond the Abbasids: Caliphates, Sultanates, Dynasties Art & Architecture Science and Islam The Past and the Present Debates: the Past in the Present Syllabus 2161-08_REL-HI 407-507_Syllabus.docx 2161-08_REL-HI 407-507_SyllabusRev.docx Additional Documentation 2161-08_REL-HI 407-507_Consult-Struett.pdf Additional Comments Change in prerequisite for REL 407 and creation of REL 507 to match HI 507 cross-listed course. mlnosbis 4/18/2016: No overlapping courses. See consultation notes from History, above. No further consultation needed. ghodge 4/18/2016 Ask department to edit student learning objective "Understand the various cultural contexts and their effects on the Islamic tradition" as 'understand' is not measurable COMMENT: Student evaluation methods shown in CIM are for graduate version only. do we need to show both in CIM for dual level courses ABGS Reviewer Comments: -Good to see the section in the syllabus discussing the differences between UG and GR. -Suggest clearly listing and explaining the research paper and bibliography for REL 507 as they did with REL 407 in the text (there is some information in the description for REL 507, but I would label clearly with "Research Paper" and "Bibliography". -Are the graduate student meetings considered as part of the participation grade? If so, that should be mentioned. -Could put the requirements for REL 407 and for REL 507 in the same order in the tables provided to make it easier to compare the two courses. -The primary item that I looked for was what is required for students enrolling at the 500 level. This has been indicated but is somewhat nebulous for example what does "Grading of graduate students will also reflect a higher standard for all work, as appropriate" mean? If I were a grad student taking the course I think that I would like to know what "higher standard" means. -There seems to be a lot of detail and wording that we usually don't see in graduate level course actions. The word that comes to my mind is "messy" or lack of conciseness ghodge 8/3/2016 Edit Student Evaluation Methods of "Other" on the CIM form above to show the actual weights for graduate students ABB 8/18/16 The weights above are for the 507 class, the 407 class has two shorter papers (20% each) and a final exam (25%) instead of the annotated bibliography and research project. I've attached a new syllabus without the higher standards language and with the weighted assignments. As indicated in the syllabus and as reflected above, assignments are different for graduate students in weighting and kind: "Additional content will be required of graduate students, to be determined in consultation with the student according to their disciplinary interests. (For example, Master of International Studies students might focus their annotated bibliographies on how various Muslim groups interpret the tradition and how Islamic history shapes the theories and methods in the study of humanitarianism or foreign policy. Public History students might write papers analyzing early historiographical records such as Muhammad ibn Abdullah ibn Abdul Muttalib ibn Hashim s biography or Sira, and other materials.) Graduate students will have four additional meetings, individually or if appropriate with all graduate students enrolled, to discuss research methods and projects. Course Reviewer Comments mlnosbis (Fri, 22 Apr 2016 13:43:20 GMT): Rollback: Please edit the student learning outcomes. Do not use the word "understand." abbigelo (Sat, 23 Apr 2016 17:05:03 GMT): ABB 4/23/2016: Apologies for the back and forth, this is my first time using this system and I did not see the outcomes in a separate space from the place paired with the measures. Hopefully all fixed now

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