Land, water and pasture: using and sharing

How people use land, water and pasture to meet their needs, and one response to competing claims on a shared resource (B3.2, B3.5).

Lesson 1 of 1 6 of 6 in the course

Course map

Draft: this lesson was written with AI help and has not yet been read by a human editor.

What your class asks

This lesson asks you to describe the ways people use the natural environment, including land, water and plants, to meet their needs, and to describe some responses to challenges that arise from using natural resources. The museum offers three records from the Islamic world, on farming, public drinking water and protected pasture; your class adds fuels, minerals, forests and other resources. 1

Curriculum expectations, with their official codes

  • B3.2 describe ways in which people use the natural environment, including specific elements within it, to meet their needs and wants […]
  • B3.5 describe some responses to social and/or environmental challenges arising from the use of natural resources […]

Before you start

A thought to carry into the lesson.

The lesson

Who may use a resource, and who decides?

Look at what each record names as the resource, who needs it, and what rule or building arranges the sharing. Ask whether the arrangement answers a challenge, and which one.

Go deeper

The record follows the Kuwaiti encyclopaedia of jurisprudence. Hima, it says, is technically a stretch of waste land that the ruler protects for particular herds 2 3. The rule is prohibition, since it narrows the common ground 3. The majority allow the ruler to protect pasture for the horses of fighters, the camels of zakat and weak herds under conditions; the Prophet ﷺ is reported to have protected al-Naqi' for Muslim horses and al-Rabadha for zakat camels, and Umar and Uthman did the same 4. Conditions include that it be set by the ruler or his deputy, serve the Muslims, not be private property, and be small; the ruler may not reserve it for himself 5 6. The ruler should appoint an agent to admit the herds of the weak and bar those of the strong 6.

Two views

The jurists do not give one answer on what follows. For protections set by later rulers, the Shafiis have two views on whether reviving the land confers ownership, and the Hanbalis have two views, the preferred one holding that revival confers ownership 7. A protection set by a ruler other than the Prophet may be annulled when the public interest requires it; the Prophet's protection is not annulled 6 7.

Think about it

The encyclopaedia says the rule on hima is prohibition because it narrows the common ground, yet most jurists allow it under conditions. Which one of those conditions do you think does most to keep the common ground open to everyone, and why?

Into the museum

Try this

Read Agriculture in Islam, the sabil and Hima (protected pasture). For each, write the need it meets and the rule or structure that organises it, then say which, if any, of the three the record presents as a response to a challenge, and which it does not.

Carry it further

Where this lesson leads in the museum.

Check yourself

Nothing here is marked or sent anywhere. It is for you.

Which of these did you meet in this lesson?

Yes. That is the one from this lesson.

Not in this lesson. Look again at the cards above.

Not in this lesson. Look again at the cards above.

In your own words: what does Agriculture in Islam have to do with this lesson?

Compare with the card

Farming, dead land and surplus water. Al-Maraghi presents agriculture, after Ibn Khaldun, as the oldest livelihood, the simplest of crafts and the closest to nature. Islam urges it, he says, as the source of food for people and animals; whoever revives dead land has the best claim to it, and he warns against withholding surplus water from crops. What do a society's rules about land and water show about how it lives off its environment?

In your own words: what does Sabil (public water fountain) have to do with this lesson?

Compare with the card

Water given to all, every day. Al-Haddad treats the sabil as a charitable building endowed to give people fresh water every day all year round. It was called siqaya in the first five centuries and sabil from the late fifth century AH, and it drew water from wells, pools and springs, or from rain and floods through channels or pipes hidden in walls. Where does a city's drinking water come from, and who pays for it?

I can now

Notes

  1. 1. The Ontario Curriculum: Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8 (2023)
  2. 2. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7283
  3. 3. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7284
  4. 4. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7285
  5. 5. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7286
  6. 6. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7287
  7. 7. al-Mawsu'a al-Fiqhiyya al-Kuwaitiyya, Noor-Book copy (file named v3), p.7288
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