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1st Quarter Project Part I - Ibn Battuta Virtual Tour Project: Tracing the Spread of Islam

Rationale: The purpose of this project is to gain historical knowledge of the importance of the spread and diffusion of Islam using Ibn Battuta’s travels as a reference. Students should gain an understanding of the similarities and differences in the cultures of the peoples who adopted Islam. They should also understand how the writings of certain interregional travelers illustrate both the extent and limitations of intercultural knowledge and understanding.

Learning Objectives: Students will be able to: Illustrate how Muslim rule expanded to many parts of Afro-Eurasia due to military expansion. Explain how Islam subsequently expanded through the activities of merchants and missionaries. Demonstrate how in key places along important trade routes, merchants set up diasporic communities where they introduced their own cultural traditions into the indigenous culture.

Instructions:

Using your web browser, navigate to the following address:

http://www.saudiaramcoworld.com/issue/200004/the.longest.hajj.the.journeys.of.ibn.battuta-editor.s.note.htm

While following in Battuta’s footsteps as he makes his way throughout much of Africa and Asia, complete the following assignments.

1. Trace Ibn Battuta’s travels on the attached map. Be careful to note/label each of the three journeys he took. You may have to scroll both left and right in order to see the entire map.

2. Read the introduction to familiarize yourself with Ibn Battuta.

3. You must read EACH of the 3 parts describing Ibn Battuta’s travels. For each of these 3 parts, you are required to complete the attached graphic organizer.

Trace Ibn Buttata’s travels on this Name: map: Complete this chart as you read EACH part of the Ibn Battuta website: Part 1 Part 2 Part 3 From Pilgrim From Riches From Traveler To World Traveler To Rags To Memoirist List the places Ibn Battuta travelled:

Give evidence of the spread of Islam to these areas of the world:

List local customs observed by Ibn Battuta:

List methods of transport used by Ibn Battuta on his travels:

List evidence of trade and interaction among world regions as observed by Ibn Battuta

Part I - Ibn Battuta Virtual Tour Project: Tracing the Spread of Islam Project Rubric

Learning Completed Possible Points Criteria Objective (√) Points Earned

Student provides: Trace Ibn A clearly labeled map showing Ibn 20 points Battuta’s travels Battuta’s three journeys (10 pts on a map of Labels of major cities where Ibn ea.) Afro-Eurasia Battuta visited

Student provides: Analyze each of A list of places Ibn Battuta visited the 3 parts of Evidence of the spread of Islam to Ibn Battuta’s these areas of the world travels A list of local customs observed by 30 points Ibn Battuta (6 pts ea.) A list of methods of transport used by Ibn Battuta on his travels Evidence of trade and interactions among the world regions as observed by Ibn Battuta Total 50 Points:

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Name: Period: 1st Quarter Project Part II – World Traveler City Guide Project

Historical Background

During the period 600 C.E. to 1450 C.E., improved transportation technologies and commercial practices led to an increase in the volume of trade and expanded the geographical range of existing and newly active trade networks. As a result, existing trade routes flourished and promoted the growth of powerful new trading cities.

Some examples of existing trade routes were the Silk Roads, the Mediterranean Sea Lanes, the Trans-Saharan, and the Indian Ocean Sea Lanes. In addition, new trade routes were being established in Mesoamerican and Andes regions of the Western Hemisphere.

Ibn Battuta travelled along many of these trade routes and visited numerous important cities and trading centers of the time period including:

Cairo Mecca Damascus Baghdad Samarkand Dehli Hangzhou Timbuktu

Ibn Battuta witnessed the growth of interregional trade which was largely centered on the exchange of luxury goods. Examples of these types of luxury goods were silk and cotton textiles, porcelain, spices, precious metals and gems, slaves, and exotic animals.

He also experienced many technological improvements which led to an increase in the amount of trade during this period. More sophisticated caravan organizations (caravanserai), camel and horse saddles, the compass, the astrolabe, and better and larger ship designs, not to mention extensive road and shipping networks, all allowed for increased speed and capacity of trade.

Of course, the growth of trade also hinged on the development of new forms of credit and monetization. Traders often relied on bills of exchange, credit, bank checks, and banking houses to help facilitate the buying and selling of goods.

Rationale The purpose of this project is to gain historical knowledge of the importance of trading networks and trading cities to the time period, using Ibn Battuta’s travels as a reference. Students should gain an understanding of the daily lives of the inhabitants of these important trading cities and how the citizens influenced (and were influenced by) social and political structures, religion, culture, and trade.

Learning Objectives: Students will be able to: Describe the importance of existing trade routes and how they promoted the growth of powerful new trading cities Locate at least one existing and/or developing trade route in the Western or Eastern Hemispheres Identify luxury goods traded within their assigned trading city Identify transportation and commercial technologies used to reach or trade with the trading city Identify an example of new forms of credit and monetization used in the trading city Describe everyday life among the inhabitants of the city by focusing on important points or places of interest, food, religion, cultural attractions or items, etc.

Instructions: 1. Read the Historical Background section on the preceding page. 2. Read the example article on Constantinople and compare it to the project rubric. Notice that this example includes some information which is not required for the project. The example also omits some information necessary for completing your project. Make sure you complete all items in the rubric. 3. You will be assigned a trading city. This will be your assigned trading city. You may trade your selection with another student only once. 4. Research your assigned trading city. 5. You must provide a bibliography using APA style citations. While you may refer to Wikipedia to help start your research, you may not use it as a cited source. You must have a minimum of 2 appropriate cited sources. 6. Follow the rubric to make sure you obtain the necessary information to complete the project. 7. Compose a typed travel guide article which provides the necessary information as instructed in the rubric. 8. Illustrate and/or provide pictures/drawings of places, objects, people, etc. related to your assigned trading city. 9. REMEMBER: You are trying to persuade people to travel to the city so you want to make sure your article makes the city sound interesting but, at the same time, you want to sound credible! Don’t exaggerate and try to stay realistic.

Part II – World Traveler City Guide Project Rubric

Learning Completed Possible Points Criteria Objective (√) Points Earned

Describe the Student provides: importance of a description of the size of the city existing trade during the period 600 to 1450CE routes and how demonstrates how the city was they promoted important to regional/interregional 10 the growth of trade (5 pts ea.) powerful new trading cities

Locate at least Student provides: one existing advice on what trade route one and/or would travel on to get to the city developing trade OR route in the if no named trade route is found, 5 Western or then a geographically correct travel Eastern route of the student’s own Hemispheres choosing

Identify luxury Student provides: goods traded a description of what goods a within their merchant would be able to buy and 20 assigned trading sell in the city (10 pts city a description of the luxury goods ea.) used by inhabitants of the city

Identify Student provides: transportation a description of different and commercial transportation technologies a technologies merchant might use to reach the used to reach or city (caravanserai, camel and 10 trade with the horse saddles, compass, trading city astrolabe, ship design, road networks, etc.)

Identify an Student provides: example of new an example of new forms of credit forms of credit and monetization used in the and trading city (bills of exchange, 5 monetization credit, bank checks, banking used in the houses, etc.) trading city

Learning Completed Possible Points Criteria Objective (√) Points Earned

Describe Student provides: everyday life a description of people’s daily lives among the in the city (including a wealthy inhabitants of merchant, a middle class artisan, a the city by peasant, a soldier, and, if focusing on applicable, a slave) important points descriptions of famous/interesting or places of points or places of interest interest, food, descriptions of various types of religion, cultural food to eat 24 attractions or a description of the local religion (4 pts ea.) items, etc. and its practice (rites, rituals, places of worship) a description of any cultural attractions (festivals, feasts, sporting events, plays, etc.) additional information suitable or appropriate to a travel guide to a city (e.g. places to stay, advice on safety, what to wear, etc.)

Physical/ Completed Possible Points Design Criteria (√) Points Earned Requirements

Physical Travel Guide Article is: Typed 6 Typed information is no bigger (2 pts ea.) than 12 point font (except for titles) On 8 ½ x 11 paper Design Travel Guide Article: Includes a map indicating location of the trading city Includes a minimum of 3 pictures/drawings/illustrations related to the city (e.g. 10 points/places of interests, people, cultural attractions, religious symbols/rites/rituals, etc.) Holds the reader’s visual interest (bright colors, eye catching headlines, etc.) Bibliography Student will provide: a bibliography of sources used in APA format. A minimum of 2 10 sources must be included. Wikipedia cannot be one of your cited sources. Total 100 Points:

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