World History · Harnett Progress Check 1

Islamic Empires

Connect the concepts, organize the information, and support an explanation with details from the task.

WH.B.1.1 · WH.G.1.2

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CLSM · World History · Progress Check 1

Islamic Empires

Read the situation. Connect the ideas. Show how you know.

Name ___________________________Class __________ Date __________

01 Recall, then make a connection.

Empire

Patron

Religious diversity

Explain how a patron’s commission could communicate an empire’s authority. Why does religious diversity require evidence beyond the message that one ruler wanted an artwork to convey?

Read the situation.

Ottoman, Safavid, and Mughal rulers governed distinct empires with different political histories and populations. Sharing connections with Islam did not make their governments or subjects identical. The Safavid dynasty established Shi’a Islam as the official religion of its state; Ottoman rulers developed their own institutions. Mughal courts governed a religiously diverse population in South Asia.

02 Organize the information.

Return the record to its folder

Use the briefing: Ottoman complexes combined several functions; Safavid state religion was Shi’a Islam; Akbar employed artists from varied backgrounds.

Match the records to the case.

Example	Category letter
1. An imperial mosque complex includes educational and commercial functions.
2. The state officially adopts Shi’a Islam under its founding dynasty.
3. Akbar commissions illustrated manuscripts through a diverse workshop.
4. A royal Iranian manuscript project draws on earlier court studios.
5. Artists under Akbar combine Persian and Indian visual elements.

Explain one placement using a detail from the example.

CLSM · World History · Progress Check 1

What does the evidence show?

Islamic Empires

03 Follow the evidence.

Find adaptation

A researcher argues that court workshops only copied a single unchanged tradition.

Select all records that challenge that argument.

A manuscript combines Persian compositional features with Indian settings.
Artists trained in different regions work together on one commission.
A ledger records the ruler’s payment.
A catalogue gives the manuscript’s number of pages.

Name the useful records and explain how they answer the claim.

04 Apply the idea.

The edited label

The exhibit contains evidence of both imperial sponsorship and artistic exchange.

Which label best fits?

Court patronage could communicate authority while workshops adapted ideas from several traditions.
All three empires had identical religious policies.
Cross-cultural art proves there were no imperial conflicts.

Choose a conclusion and explain why it fits the situation.

05 Carry the idea forward.

Write a comparison of two courts that explains how patronage could support authority and enable cultural exchange. Include a meaningful difference and a question these court sources cannot answer.