In order to accomplish these objectives and goals, it is necessary to break them down even further. I envision each lesson, in some cases take more than one day, achieving just one of these objectives. Additionally, each lesson will make use of more specific, more measurable means. Finally, each lesson builds upon the last in terms of the students ability to "put themselves in Ibn Jubayr's shoes" as well as their historical literacy and skill base.
Objective 1- Describe Ibn Jubayr. . .
The first objective seeks to introduce the students to Ibn Jubayr, giving the students the context of his journey and the ability to understand it. Students will review their understanding of Islam, read through Ibn Jubayr's background, identifying potential bias, and create their own description of him.
We will begin by reviewing Islam from the previous unit. The students should have a functional understanding of the five pillars and the basic history of Islam's rise as a world religion. It will be particularly important to remind students of the Hajj, and its purpose. While in my classroom this will be done through brainstorming and discussion, it is certainly possible to extend this activity to a day-long discussion or introduction of Islam. In either case, the students will begin their study of Ibn Jubayr with an understanding of Islam clearly established.
The next step will be to engage them in a discussion of bias. This will offer us the chance to tackle a major skill in history, as well as preparing us for the next activity. It will be necessary to ensure that the students understand what bias is, and how it can affect the portrayal of history. While it is my intent to discuss Ibn Jubayr as a valuable and accurate resource, he also offers immense opportunities for discussion of perspective, and it would be negligent to pass them up.
With a clear, class-wide definition of bias, and a clear understanding of its impact on history it will be time to introduce Ibn Jubayr. I intend to do this using the introduction from Roland Broadhurst's translation (Broadhurst, Roland trans, The Travels of Ibn Jubayr
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Goodword Books: New Delhi, India, 1952) Pg. 15). There are other available resources, including various Internet encyclopedias, but Broadhurst is concise, even though he can be challenging at times to read. As a function of the difficult nature of the introduction, the students will be broken into small, heterogeneous reading groups in which they will go through the introduction, making notes to help describe Ibn Jubayr. In addition to creating a description, the students will need to take notes on ways in which Ibn Jubayr might harbor bias in his writing.
When the students have completed the introduction, and they all have notes for a description of Ibn Jubayr, it will be necessary to prod them into discussion. Given that the students are already in their reading groups, it will not be hard to keep them in those groups for the purposes of the discussion. Each group will then be charged with answering the question "How might Ibn Jubayr be a biased source and why?" The answer should be obvious from the introduction. The students will have a short period of time to discuss it together before I bring them back together and review their findings. It will be necessary to play devil's advocate at this point, arguing against the prevailing opinion of the class, but I want the students to see Ibn Jubayr as an individual with flaws and biases.
For this reason the next task, which should accomplish the first objective, is to create individual descriptions of Ibn Jubayr. Students will have to write up a description alone, synthesizing what they read, with their understanding of his bias and background. The goal of the description is not to create a polished piece of writing, which is why there will be no time to edit or revise what is written. This is simply an opportunity to synthesize the information they have into a form that they can refer to later on in the unit.
Objective 2: Discuss discrimination. . .
The second objective seeks to help students to identify with Ibn Jubayr as a human being, by establishing similarities between the experiences of the students and the experiences of Ibn Jubayr. It is my fear that it would be difficult for students to connect with an 800 year-old world-traveling official on the Hajj. It has been my experience that students have a difficult time relating to individuals in extremely foreign settings. This is true of both temporal and geographic foreigners. Ibn Jubayr falls into both of these categories, and without some sort of connection, I believe that it will be very difficult for students to interact with him.
In order to address this problem, I have decided to include an objective and a lesson that will allow my students to see that some of his experiences of discrimination, and some of his feelings with regard to those experiences are totally human. Many of my students have had similar experiences in their own lives, or are aware of them in their own world. It is my hope that seeing this reality that transcends time and geography will allow them to see Ibn Jubayr in a different light.
The first task necessary to accomplish this objective will be to read excerpts from Ibn Jubayr's travels in Sardinia (Broadhurst, Roland trans, The Travels of Ibn Jubayr. (Goodword Books: New Delhi, India, 1952) Pg. 27). While reading these excerpts the students will be asked to identify discriminatory behavior on the part of the local residents. This will allow them to seek to explain the behavior of the Sicilians, and that of the pilgrims. Each student will have to create an explanation of the behaviors of each group, and seek to understand this behavior from either perspective.
This will lead to a discussion of these behaviors including their modern counterparts. Students will have the chance to air their feelings about discrimination, and their own experiences as well as those of people close to them. They will then evaluate the behavior of each group in comparison to their own experience. The students will then be encouraged to draw their own conclusions and connections to Ibn Jubayr.
Objective 3: Identify and Explain differences. . .
The third objective of the unit seeks to engage students critically analyzing historical perspective and discussing point of view. Ibn Jubayr's next stop on his journey was Egypt. His views of Egypt, and his discussion of his time there, offer ample fodder for discussion of historical understanding. He saw Cairo, as well as viewing the Pyramids, but his description of them, and his understanding of them were substantially different from the version taught in modern history books. His discussion of the pyramids suggests in no uncertain terms that a great deal was lost in the intervening years between the fall of the ancient pharaohs, and the rise of the Fatimid caliphate (Duiker, William J. and Spielvogel, Jackson J, World History 3rd Ed. (Wadsworth Thompson Learning: Stamford, CT, 2001) Pg. 200).
This gap in the historical record allows us to discuss the reality inherent in primary source history. The goal of this objective is to illustrate the fact that some information available to us now, or through secondary sources was not available to the writer of primary sources. In this particular case, addressing this objective will begin with a review of the building of, and the purpose for the pyramids. In my classroom, the students will have already learned about the pyramids, however it is still possible to complete this objective by providing the students with the information for the first time.
In either case it will be necessary to remind the students of the distinction between primary and secondary sources. With this review complete, we will turn to Ibn Jubayr's account (Broadhurst, Roland trans, The Travels of Ibn Jubayr (Goodword Books: New Delhi, India, 1952) Pg. 36). The students will read an excerpt, which includes Ibn Jubayr's account of the pyramids, their purpose and something of his views of Cairo. The students will then identify both the bias inherent in the account, reviewing the earlier discussion on bias, and his perspective on the pyramids.
When this is complete, the teacher will lead the students in discussion of, and comparison of Ibn Jubayr's account with our modern understanding. The teacher will lead the students in creating a Venn diagram to compare the two. Students will volunteer information from their review and their reading, specifically noting the missing pieces in Ibn Jubayr's account. The final evaluation of this objective will entail the students creating an explanation what is missing from Ibn Jubayr's account, why it was missing, and why his account is still valuable even though it is missing information.
Objective 4: Compare Modern accounts of the Hajj. . .
Once the students have seen the failings of primary sources, it will be necessary to remind them of their importance. Though I believe firmly that it would be difficult to overstate the importance of primary sources, I also believe that it is necessary to present them truthfully. For that reason I have included two main objectives designed to demonstrate both the failings and the successes of primary sources in terms of their ability to transmit history.
In the case of the unit's fourth objective, the students will follow Ibn Jubayr on the Hajj comparing his view of the Hajj with a more modern one. The content goal of this objective is simply to orient students to the Hajj, including its goals, its rituals, and its side effects. From a content standpoint, this is one of the most important objectives, as it clarifies the reason for Ibn Jubayr's travels, and gives great insight into the Islamic faith.
From a skills standpoint, students will have the opportunity compare primary sources from modern and Medieval times, creating their own secondary source. In this way the students will have the opportunity to do the "real work" of historians, while utilizing primary sources in a productive way.
The first step to meeting this objective is to present the Hajj from a modern viewpoint. I intend to show my students parts of National Geographic's "Inside Mecca" video to give them a modern primary source. The video follows three modern Muslims on their Hajj, giving an enlightening, if rosy, view of the modern Hajj. The students will take notes, gathering information on the modern Hajj, and creating a brief outline of what happens there. For comparison purposes, my students may have access to the entry on the Hajj in The Oxford History of Islam (Esposito, John L. ed. The Oxford History of Islam. (Oxford University Press: Oxford, UK. 1999) Pgs. 84-87). This will give them a chance to compare the video source to a modern written source.
When this is complete, the students will set aside their notes and read excerpts of Ibn Jubayr's account of his Hajj (Broadhurst, Roland trans, The Travels of Ibn Jubayr. (Goodword Books: New Delhi, India, 1952) Pg. 77). It will be necessary to trim down his account somewhat, but that will not detract from its overall value. The students will compare their understanding of the modern Hajj with that of Ibn Jubayr. This is a very carefully chosen comparison, given that neither source is any more biased with regards to its approach to Islam and the Hajj itself.
The final assessment of this objective will come in the form of an historical narrative. The students will synthesize these two accounts into one very brief description of what happens at the Hajj. The unstated goal of this arrangement is to help the students understand the longevity of the Hajj, and its relative stability over 800 years.
Finally, the objective will be tied together with another discussion of bias. This time however the discussion will be geared toward the unavoidable nature of bias in some situations. Hajj accounts are particularly useful for this discussion in that only a Muslim may enter Mecca, and therefore, only a Muslim can write an account of this intense experience.
Objective 5: Compare Baghdad . . .
The study of Baghdad comprises the largest objective of the unit, in that it offers an opportunity to shed light on both the cultural achievements of Medieval Islamic society, as well as a chance to explore our modern conflict. In a unit based on comparisons, this objective is perhaps the most extensive comparison. It calls not only for comparing accounts, but comparing cultures, a task that is likely to extend into a second or even third class period.
The students will begin with an exploration of the wonders and advances that existed in Baghdad at this time. We will explore science, architecture and technology as a means of viewing Baghdad of the 12th century as the cultural capital and crossroads of the world at that time. Students will view an excerpt from "Islam: Empire of Faith" on Baghdad and list all of the advancements present at that time. In addition, they will read parts of Ibn Jubayr's account of his time in Baghdad,(Broadhurst, Roland trans, The Travels of Ibn Jubayr. (Goodword Books: New Delhi, India 1952) Pg. 226) which he names "The city of peace."
Ibn Jubayr will also lead us to a brief discussion of trade in the Muslim world. Naturally, our discussion of the Hajj will include a discussion of trade. The video section will also include a brief discussion of trade, allowing us to review our discussion earlier in the year about trade as a mechanism for moving ideas. This will allow students to draw conclusions about the nature of trade as a driving force in the growth of Baghdad as a cultural center. This will not only serve the goal of cementing the importance of trade, but also fits the curricular goal of seeing medieval societies as largely regional in nature.
The next step will be to compare medieval and modern Baghdad. This will require a great deal of material scaffolding, in that the students most likely have a very inappropriate understanding of the current state of Baghdad. The lesson will begin with a discussion of modern Baghdad as a means of establishing a more complete understanding of the current state of affairs.
In order to accomplish this task I will utilize a number of separate resources including maps, recent news articles, and video news. In this way, students will have the opportunity to synthesize their own point of view on Baghdad, rather than relying on the rumors and hearsay, which currently make up their understanding. This will also serve as an opportunity for the students to demonstrate their understanding of authenticity of sources in that, in my class, they will have the opportunity to research modern Baghdad themselves using web-based sources.
The next step will be a comparison between Ibn Jubayr's views of Baghdad and their modern view. In one of the larger assessments of the unit, students will have to write their own travelogue of modern Baghdad, from Ibn Jubayr's perspective; this will be both a creative and a content challenge for the students. In that they will need to take on a perspective that is not their own, and describe a place that they have never been. The biggest challenge by far will be using a historical perspective, in a modern context. This will however be a good opportunity to put their understanding of bias, perspective and Baghdad to good use.
The brief addition to this assignment is that they have to take on Ibn Jubayr's perspective, pretending that he is returning to Baghdad after 800 years. The students will need to discuss the changes in Baghdad, and especially the big differences in terms of trade, and scientific advancement. The overall goal is to explain its role as a center of world events, and assess whether it was a positive or negative change.
Objective 6: Evaluate Sources. . .
The final objective of the unit allows the students to utilize all of the skills that have developed throughout the unit. In essence this has been a unit on sources. In particular, students will have spent a great deal of time and energy comparing, and evaluating sources with regard to their historical accuracy, successes, failures, and most importantly, biases.
Ibn Jubayr's last stop on his way home was modern-day Israel. In his day Israel was a hotbed of conflict between western Christians and eastern Muslims. Ibn Jubayr travels through this land during this period, giving students an excellent opportunity to discuss the Crusades. Ibn Jubayr interacts with the Crusader states, and Christians allowing for a comparison of sources that sets up a perfect comparative scenario. Specifically, Ibn Jubayr spends a small amount of time in Acre, one of the Christian kingdoms in Palestine.
This lesson will begin with reading Ibn Jubayr's account (Broadhurst, Roland trans. The Travels of Ibn Jubayr
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Goodword Books: New Delhi, India 1952) Pg. 326) and the account of Jean De Joinville (Shaw, M.R.B. Trans, Joinville and Villehardouin: Cronicles of the Crusades. (Penguin Classics: New York, NY. 1963) Pgs. 265-276) with an eye toward establishing basic facts of the account. I chose Jean De Joinville as a function of his excellent description of Acre. The goal was to find an account which dealt with the same kingdom that Ibn Jubayr visited. The students will also be directed to note the biases of the crusader account, and review the biases of Ibn Jubayr.
When this is complete the students will compare the two. This can be teacher or student directed and may or may not include use of a graphic organizer. This comparison will be specific. Student will note factual inconsistencies, inconsistencies in interpretation, and biases present in order to evaluate the truth of the information. This will be an opportunity to build upon the skills of the third and fourth objectives. The students will be acting as historians, and may even debate their findings.
The ultimate goal of this final objective is to evaluate specific sources critically. Students will, upon looking at, and breaking down multiple sources, seek to answer the question "Which is the best source and why?" Effectively, the students will be asked, if they had only one source to go by, which would they choose. This is naturally, a loaded question. Any answer could be correct or incorrectly, based upon their explanation. The explanation needs to include critical evaluation of the source, which demonstrates understanding of what they have seen over the course of the unit thus far.
The students will complete this unit by writing an essay explanation of their answer to the question of sources. The students must be able to suggest how and why certain sources are used, what the value of primary sources is in spite of the failings, and why we need to use them. This will be the ultimate measure in this unit of whether or not they have achieved the goals.
