Name: Period: 1st Quarter Project Part I ibn Battuta Virtual Tour Project: Tracing the Spread of Islam

Name: Period:
1^st 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 From Pilgrim To World Traveler		Part 2 From Riches To Rags		Part 3 From Traveler To Memoirist
List the places Ibn Battuta travelled:
Give evidence of the spread of Islam to these areas of the world (what showed that Islam spread to these areas. Give AMPLE evidence):
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 (products, people, art, architecture, etc.)
Part I - Ibn Battuta Virtual Tour Project: Tracing the Spread of Islam Project Rubric
Learning Objective	Criteria		Completed (√)		Possible Points		Points Earned
Trace Ibn Battuta’s travels on a map of Afro-Eurasia	Student provides: A clearly labeled map showing Ibn Battuta’s three journeys Labels of major cities where Ibn Battuta visited				20 points (10 pts ea.)
Analyze each of the 3 parts of Ibn Battuta’s travels	Student provides: A list of places Ibn Battuta visited Evidence of the spread of Islam to these areas of the world A list of local customs observed by Ibn Battuta 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				30 points (6 pts ea.)
			Total Points:		50

Name: Period:

Name: Period:

1^st 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
  
• 
  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 (i.e. currency), 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. This example is ONLY for you to recognize the TONE of a travel brochure.
   
3. 
   You and your group of up to 4 members will be assigned a trading city. This will be your assigned trading city.
   
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 Objective	Criteria	Completed (√)	Possible Points	Points Earned
Describe the importance of existing trade routes and how they promoted the growth of powerful new trading cities	Student provides: a description of the city at ANY TIME during the period 600 to 1450CE demonstrates how the city was important to regional/interregional trade		10 (5 pts ea.)
Locate at least one existing and/or developing trade route in the Western or Eastern Hemispheres	Student provides: advice on what trade route one would travel on to get to the city OR if no named trade route is found, then a geographically correct travel route of the student’s own choosing		5
Identify luxury goods traded within their assigned trading city	Student provides: a description of what goods a merchant would be able to buy and sell in the city a description of what luxury goods might have been used by wealthy inhabitants of the city		20 (10 pts ea.)
Identify transportation and commercial technologies used to reach or trade with the trading city	Student provides: a description of different transportation technologies a merchant might use to reach the city (caravanserai, camel and horse saddles, compass, astrolabe, ship design, road networks, etc.)		10
Identify an example of new forms of credit and monetization used in the trading city	Student provides: a narrative of in which a traveler would use new forms of credit and monetization (bills of exchange/currency, credit, bank checks, banking houses, etc.)		5
Learning Objective	Criteria	Completed (√)	Possible Points	Points Earned
Describe the history of the city and the everyday life among the inhabitants of the city by focusing on important points or places of interest, food, religion, cultural attractions or items, etc.	Student provides: provide a brief history of the city up until the year you choose for your brochure a description of people’s daily lives in the city (including ALL of the following: a wealthy merchant, a middle class artisan, a peasant, a soldier, and, if applicable, a slave) descriptions of famous/interesting points or places of interest (religious sites, palaces, gardens, etc.) descriptions of various types of food to eat (must be examples of what people would have eaten in that city at that time in history) a description of the local religion and its practice (rites, rituals, places of worship) additional information suitable or appropriate to a travel guide to a city (e.g. places to stay, advice on safety, what to wear, etc.)		24 (4 pts ea.)

Physical/ Design Requirements	Criteria	Completed (√)	Possible Points	Points Earned
Physical	Travel Guide Article is: Typed Typed information is no bigger than 12 point font (except for titles) On 8 ½ x 11 paper (does not have to be folded like a brochure)		6 (2 pts ea.)
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. points/places of interests, people, cultural attractions, religious symbols/rites/rituals, etc.) Holds the reader’s visual interest (bright colors, eye catching headlines, etc.)		10
Bibliography	Student will provide: a bibliography of sources used in APA format. A minimum of 2 sources must be included. Wikipedia cannot be one of your cited sources.		10
		Total Points:	100

Name: Period: