Draft: this lesson was written with AI help and has not yet been read by a human editor.
1 What your class asks
This lesson asks you to describe why different groups in an early society worked together or fell into conflict, and to describe attempts to settle conflict and build cooperation. The curriculum asks for a few societies, including a First Nation and an Inuit society; the museum links only the medieval Islamic examples, so your class will add the others. One clause of the Jerusalem deed, as al-Tabari's text gives it, keeps Jews from living in the city; a teacher should read the card before assigning it. 1
Curriculum expectations, with their official codes
- A3.9 describe some key reasons why different groups in a few early societies, including at least one First Nation and one Inuit society, cooperated or came into conflict at different times […]
- A3.10 describe some attempts within a few early societies, including at least one First Nation and one Inuit society, to deal with conflict and to establish greater cooperation […]
2 The lesson
How do groups end a quarrel?
Look at the expectations: they ask why groups cooperated or came into conflict, and what they tried in order to settle it. Compare what each side gained or gave up in an agreement you find.
Go deeper
In the Constitution of Medina, as The Sealed Nectar summarises it, one clause says the believers unite against whoever transgresses or seeks injustice, sin or aggression, even if he is one of their own sons 2 3. The book mentions sixteen clauses, so this is one of them 2. In the deed for the people of Iliya, as a book on Bayt al-Maqdis quotes it from al-Tabari, they get security for their persons, property, churches and crosses, and no one is coerced in religion 4.
Think about it
The Medina clause says the believers stand against a wrongdoer even if he is one of their own sons. Is that fair to everyone in the town, and why?
Into the museum
- The Constitution of Medina: the clauses the book mentions, and the note that it summarises the text.
- Umar's covenant with the people of Jerusalem: what the book quotes from al-Tabari, and its named witnesses.
Try this
Read the two agreements the lesson links, The Constitution of Medina and Umar's covenant with the people of Jerusalem. Make a two-column chart: what each promised the other groups, and what was asked in return.
3 Carry it further
Where this lesson leads in the museum.
4 Check yourself
Nothing here is marked or sent anywhere. It is for you.
In your own words: what does The Constitution of Medina have to do with this lesson?
Compare with the card
One city, several communities. In Ibn Hisham's account, as the museum's record summarises it, the Prophet concluded a treaty in Medina among the believers of Quraysh and Yathrib and those who followed them, which made the believers one community. The Sealed Nectar adds that he agreed with the Jews a treaty leaving them complete freedom in religion and property. How might an agreement like this help different groups live side by side?
In your own words: what does Umar's covenant with the people of Jerusalem have to do with this lesson?
Compare with the card
A promise of safety for a city. The deed of safe-conduct Umar ibn al-Khattab wrote for the people of Iliya when the city surrendered, as the source quotes it from al-Tabari: security for persons, property, churches and crosses; churches neither settled nor demolished; no one coerced in religion; no Jew to dwell with them in Iliya; and the jizya upon them. The book places it in 15 AH. Which promises protect the people's religion, and what was asked of them?
I can now