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Pupil Workbook Year 5 Unit 4 Name:

Ancient Civilizations

Ancient Islamic Civilization

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Existing Knowledge

What is a civilization?

What isn’t a civilization?

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Session 1:

Why should we study the Early Islamic civilization?

Key Knowledge

Islam is the religion of Muslim people. Muslims believe in one God. They believe that the prophet Muhammad is the messenger of God.

Islam began in the early 600s in the Arabian Peninsula. In a region that is now the country of Saudi Arabia. From there it spread to reach parts of North Africa, Europe and Asia.

Muslim scholars studied the writings of other peoples. Including Greeks, Indians, Chinese and Romans. Muslims studied widely, in science, medicine, and other areas. They added many new ideas to the world’s knowledge.

Key Vocabulary

A civilization is a human society with its own social organisation and culture.

If one country or group of people conquers another, they take control of their land.

A scholar is a person who studies a subject and knows a lot about it.

Calligraphy is the art of producing beautiful handwriting using a brush or a special pen.

Astronomy is the scientific study of the stars, planets, and other natural objects in space.

Thinking Task: This map shows the areas of the world conquered by the Early Islamic civilization. Early Islam began in Makkah (Mecca) but how far and wide did it reach across the world?

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What did the scholars of Early Islam know about?

Look for clues then label the images to show what is being studied.

Copies of texts from other civilizations Calligraphy

Weighing medicine to cure smallpox Internal organs

Geography and Astronomy Cooking medicine

1. ______________________________

2. ______________________________

3. ______________________________

4. ______________________________

5. ______________________________

6. ______________________________

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What are the strongest reasons for studying Early Islam?

Read through these statements which describe the achievements of the Early Islamic civilization. Judge for yourself which is the most important achievement. Label it 1.

Then decide the second most important achievement and label it 2, and so on, until you have judged all 12.

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Baghdad in the 10th Century In A.D. 750, the Abbasid family seized control

of the Muslim Empire in the east. The second

caliph of the Abbasid Empire, Abu Ja'far al-

Mansur, moved the capital city from

Damascus to Baghdad. Baghdad, located in

the centre of the empire, grew to become the

most important city in the Muslim world.

The passage below contains a description of

10th Century Baghdad written by a Muslim

scholar and Baghdad resident, al-Khatib al-

Baghdadi.

An Extract from al-Khatib al-Baghdadi,

History of Baghdad:

They say, when al-Mansur built his city he

constructed four gates, four separate

entrances into Baghdad from the surrounding

areas. Al-Mansur placed every gate opposite

the palace. He capped each gate with a dome,

and erected eighteen towers between each

gate, with the exception of the wall between

the Basrah and Kufah gates, where he added

an additional tower. He fixed the length

between the Khurasan Gate and the Kufah

Gate at 800 cubits (around 370 metres), and

from the Damascus Gate to the Basrah Gate

at 600 cubits (around 275 metres). There

were five iron gates between the main

entrance to the city and the gate which led to

the courtyard.

Abu Ja'far built the city in a circular form

because a circular city has advantages over

the square city, in that if the monarch were to

be in the centre of the square city, some parts

would be closer to him than others, while,

regardless of the divisions, the sections of the

Round City are equidistant from him when he

is in the centre. Al-Mansur then built four

main gates, dug moats, and erected two walls

and two fasils [defensive fields]. Between

each main gate were two fasils, and the inner

wall was higher than the outer wall. He

commanded that no one be allowed to dwell

at the foot of the higher inner walls or build

any dwelling there; but ordered construction

along the wall in the second fasil because it

was better for the fortification of the wall.

Then he built the palace and the mosque. In

the back of al-Mansur's palace was a

reception hall [diwan] thirty by twenty cubits

(around 9 metres), whose ceiling ended in a

dome. Above this audience room was a

similar chamber, above which rested the

green dome. The chamber stood twenty

cubits (around 9 metres) high until the point

where the vaulting of the dome begins. The

distance between the ground line and the top

of the green dome was eighty cubits (around

38 metres), and surmounting the green

dome, which could be seen from the outskirts

of Baghdad, was the figure of a mounted

horseman.

I heard a group of scholars mention that on

top of the green dome was the figure of a

horseman holding a lance in his hand. If the

Sultan saw that figure with its lance pointing

to a given direction, he knew that some rebels

would make their appearance from there.

That dome was the crown of Baghdad, a

guidepost in the region, and one of the

memorable things that one links with the

Abbasids. It was built at the beginning of

their rule and remained intact until this time.

Over 180 years elapsed between its

construction and fall.

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Task: From what you have read, why do you think it is important that we study the early Islamic civilisation and the city of Baghdad as well as the history of Great Britain?

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Session 2:

What can we learn about Early Islamic civilization from the way they built Baghdad?

Key Knowledge

The city was built by workers from every city in the empire and the network of canals supplied water to farms and allowed food and other goods to be brought into the city by boat.

The caliph’s palace was right next to the main mosque so that when people bowed down to pray, they were also bowing down to the caliph. Baghdad was full of mosques.

There was a House of Wisdom which included a vast library and school. They knew far more about Greek and Roman ideas about medicine than doctors in Europe did. There was even a hospital in Baghdad built in 805CE. Doctors worked there and trained students to become doctors.

Key Vocabulary

A caliph was a Muslim ruler.

The caliphate was the land ruled by a caliph.

A mosque is a building where Muslims go to worship.

Knowledge Quiz

1. How many gods do Muslims believe in?

2. A person who studies a subject and knows a lot about it is a:

3. The Islamic Empire conquered parts of:

4. Still used today, Muslim scholars created:

5. The Early Islamic Empire spread itself across how many continents?

1 3 4

scholar astronomer doctor scientist

France England

Spain

E

Germany

alphabet planet names

numerals

fireworks

1 2

3

4

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Task:

Look at these two cities. Constantinople 600CE and New York City this year. What is the same? What is different? Make notes.

Task: Designing Baghdad of 1,000 years ago.

You have been asked to design a map of Baghdad 1,000 years ago. All you have to work on are some notes left by a visitor to Baghdad in 1100CE. Read them and then draw an aerial view.

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Design the city of Baghdad

Tip:

Read the Key Knowledge for this session to see if you have included all the details. Look at this painting by an artist and this map of Baghdad to give you an idea of how to start your own map.

Extension: Label your map showing the key features of the city.

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Describe a walk, through Baghdad, where the rich lived.

You are leading a group of visitors – who are new to the area – around the streets of Baghdad.

Read on find out about the night life, markets, clothes and buildings in the city.

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Write about leading a walk through the city of Baghdad. Use your senses: especially sight,

smell and sound. Try to include the details you have just read.

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Trade in the Early Islamic world

Muhammad and the religion of Islam united the tribes. After Muhammad’s death in 632, Muslims

moved far across the Middle East and North Africa. As the Islamic state expanded, Muslims found

vast new areas for trade and commerce (selling). Stability created enormous wealth for the new

Muslim society, and the Islamic world began its Golden Age.

Trade grew quickly between various peoples in the new empire. Older trade towns, such as Mecca,

became busy centres for caravans. There were also centres for a trade network that stretch from

Europe to eastern China.

Sea routes through the Mediterranean Sea and the Indian Ocean became part of the Islamic trade

system. These were used in parallel with overland trade routes across Asia to China. Muslim

merchants invented ways to help long-distance trade. Moneychangers set up banks that made it

possible for merchants to borrow and put money away safely even when far from home. They used

bills of exchange the way we use notes of money today. As people of many different religions,

languages and customs trade together, cities became cosmopolitan, which is a mix of cultures.

The Golden Age of the Islamic Empire brought so many societies under one rule. There was peace

after many years of war. As a result, trade throughout the Islamic world was easier, safer, and

reached much farther. Muslim merchants set up trading bases as far away as India, Malaya, the

East Indies, the Philippines, and China. Trade routes bustled with caravans going back and forth

from China to Western Europe and from Russia to Central Africa.

Traders moved among the cities of the Abbasid Empire (750 – 1258) dealing in basic goods people

needed. These included grains and raw materials such as metals and wood. They also traded

medicines, paper and sugar. Rich people wanted luxury goods, too, which had to be imported from

far away. To satisfy this demand, traders moved these valuable items from one region to another:

pearls from the Persian Gulf, livestock from the Arabian Peninsula, frankincense from Yemen, and

slaves and ivory from North Africa. All of this trade provided work for craftspeople, metalworkers,

bankers, merchants, and ship workers.

Throughout the early Islamic period, trade across Europe, Asia and Africa was controlled by

competing rulers and states. As new trade routes were set up, others were closed because of wars.

Asian rulers dominated the Silk Road, the 4,000-mile network of trails and tracks between the

Mediterranean region and China. Merchants, religious teachers, soldiers and explorers all

travelled the Silk Road in both directions. They took with them not only goods, geographic

knowledge, and artistic ideas, but also religions, diseases and settlers.

Islamic armies invaded southern Europe in the early 700s, The Muslims conquered most of Spain and all of Portugal and even invaded southern France. Islamic rule had a great effect on trade and technology. Spain became a major centre for Islamic trade network. Goods from the Islamic Empire and beyond arrived at Spanish ports and were traded on to northern Europe. Traders from the Islamic world brought cloth, incense, spices, foods, ceramics, and other goods to Spain. In return, Spain supplied raw materials, such as timber and iron.

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Session 3:

What was so special about Baghdad in its Golden Age?

Key Knowledge

Baghdad was far more advanced in terms of technology, wealth and comfort, than cities from other civilizations such as Paris or London.

The network of routes, especially the Silk Road, allowed traders from all over Europe, North Africa and Asia to pass through Baghdad and sell their wares.

Key Vocabulary

If you are talking about how great, important or serious something is, you can talk about the extent of it.

Peers are people that share the same status as each other.

Prosperity is when a person or community is successfully wealthy.

An abundance of something is a large quantity of it.

Something of use, that can be sold, is a commodity.

Knowledge Quiz

1. What building was at the centre of Baghdad?

2. What surrounded the walls of Baghdad?

3. What kind of job could you not do in Baghdad?

4. What shape was Baghdad?

5. The market where people would sell things, was called the:

Grand school Grand piano Grand University

forest mountains canals mosques

Lamplighter Food inspector

Dancer

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Youtuber

square triangle

circle

rectangle

bazaar courtyard

fountain

House of Wisdom

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Look at these two houses from the 9th Century. The first is a house in Baghdad and the second is a house in Anglo-Saxon Britain. If a Saxon visited a Baghdad house, what would impress them?

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Baghdad

This quote is from a visitor to Baghdad, in the country of Iraq. What three things do you

think most impressed him about Baghdad?

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_______________________________________________________________________________________ ___________________________________________________________________ Silk Road map showing ancient trade routes and the location of Baghdad. Red is land route and the blue is the water route.

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Where did the products that were sold in Baghdad come from?

Look at the information below. Label the map with some of products and where they are from.

From India: Tigers, elephants, precious stones and sandal wood.

From China: Spices, silk porcelain, paper, ink, horses and saddles.

From Byzantium (Eastern Roman Empire):

Silver and gold cups, coins, medicine and slaves

From Arabia:

Horses, camels and ostriches.

From North Africa:

Leopards and falcons.

From Yemen:

Cloaks, giraffes, breastplates

and indigo.

From Egypt:

Donkeys and cloth.

From Central Asia:

Armour, helmets, grapes and sugarcane.

From Persia:

Plums, woollen coats, honey,

salt and glass.

Which areas did animals come from? ____________________________________________________________________________________

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What came from Arabia?

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If you were a calligrapher, where would you get your paper and ink from?

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But how can we really know what life was like a 1,000 years ago? Look at these sources of evidence. Which do you think is the most valuable for historians to study? Circle it 1, and the next most valuable: 2 until you have finished.

Pictures:

1 2 3 4

Artefacts:

1 2 3 4

Visitor descriptions:

1 2 3 4

Old ruins:

1 2 3 4

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Study this picture of a street scene in Baghdad 1,000 years ago.

Read the four descriptions and number them to match the scenes in the picture.

A man being led away to the law court.

A musician playing a drum.

Men buying cloth.

People printing paper.

What other details did you notice?

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Study the inventions from the Islamic Empire 1,000 years ago

Look for clues then label the images to show what these objects are.

Water filter Case for calligraphy pens and inks

Candle clock Invention to raise water

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Look at this elephant clock. Just how do you think it worked?

Write your ideas around the outside of the image:

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Session 4:

Just how amazing was daily life for rich people in Islamic cities

such as Baghdad and Córdoba?

Key Knowledge

The rich had access to many of the luxuries we do today: libraries, schools, wide variety of international food and well-lit streets due to links with other countries

They were able to take part in many different activities for pleasure: polo, hunting, feasts, reading translated books from other empires

Key Vocabulary

The court of a ruler is the place where they live

When something is decorated in an Arabic style is it called arabesque

Unparalleled means something is bigger, better or even worse than anything of its kind

Knowledge Quiz

1. What might you find in the courtyard of a Baghdad house?

2. What would a visitor not find in Baghdad, 1,000 years ago?

3. Which areas of the world did traders come from?

4. In its Golden Age, how many more people lived in Baghdad than London?

5. Baghdad houses were built with:

Fountains Mud Bazaar

Abundance of water Variety of cultures Strong Wi-fi Exotic foods

Australia Brazil

Greenland

E

North Africa

Ten times Double

100 times

Ten more

stone wood

mud

Sun-dried bricks

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FLIGHT OF THE BLACKBIRD Do you eat asparagus or start your meal with soup and end with dessert, or use toothpaste or wear your hair in a fringe? If so, you owe a lot to one of the greatest musicians in history.

Use this diagram to see who the characters in this story are:

He was known as Ziryab, a colloquial Arabic term that means "blackbird." He lived in Spain more than a thousand years ago and founded a music school whose fame survived him by more than 500 years. He spread a new musical style around the Mediterranean, influencing musicians and singers and affecting the course of European music. He was an expert in matters of taste, style and manners.

If you haven't heard of this remarkable artist, it's not surprising. It's probably because he spoke Arabic and was part of the royal court of the Arab empire in Spain. Muslims from Arabia and North Africa ruled part of Spain called Al-Andalus from 711 until 1492. This area experienced a golden age of civilization that was the envy of all Europe. Muslims, Christians and Jews interacted with each other in a spirit of tolerance and cooperation that was unparalleled at the time. Ideas from Arab Spain spread to France and then throughout Europe, and to the Americas. This is how

Ziryab's achievements of became part of western culture.

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Blackbird's real name was Abu al-Hasan 'Ali ibn Nafi'. He was born around 789 in what's now Iraq. Some Arab historians say he was a freed slave whose family served al-Mahdi, the caliph (ruler) of the Baghdad-based Abbasid empire from 775 until the caliph's death in 785. According to Ibn Hayyan of Córdoba, one of Arab Spain's greatest historians, he was called Blackbird because of his dark complexion, the clarity of his voice and "the sweetness of his character." In Baghdad, Blackbird studied under the royal court musician Ishaq al-Mawsili ("Isaac of Mosul").

Baghdad was then a world centre for culture, art and science. Its most famous ruler was Harun al-Rashid, al-Mahdi's successor. He loved music and brought many singers and musicians to the palace to entertain his guests.

In Ibn Hayyan's account, when Harun asked to hear Ziryab perform, the young man asked permission to "sing what human ears have never heard before." Playing a lute, he had made himself, Ziryab began to sing and the caliph was quite impressed.

This worried Ishaq, who feared Ziryab might replace him. So Ishaq issued an ultimatum to him: "Leave Baghdad, take up residence far from here, and swear that I'll never hear from you again. If you do this, I'll give you enough money to meet your needs. But if you choose to stay—I warn you, I'll risk my life and all I possess to crush you. Make your choice!"

Ziryab took the money, fleeing to Kairouan in present-day Tunisia. Ziryab had no intention of staying there, however; his eyes were on al-Andalus and the city of Córdoba, which he thought might be a fit setting for his talents.

He wrote to al-Hakam, the ruler of Al-Andalus, offering his musical skills, and al-Hakam invited him to Córdoba. But when Ziryab arrived in Spain in 822, al-Hakam was dead. His son and successor, 'Abd al-Rahman II, renewed the invitation. He wanted a young musician who would bring culture to Al-Andalus, the wild west of the Arab world. His own Umayyad family had come to Spain as exiles from Damascus, where they had ruled an Islamic empire for several hundred years. 'Abd al-Rahman offered Ziryab a handsome salary and land, and he accepted.

Once 'Abd al-Rahman heard Ziryab sing, contemporaries say he was so captivated that he would never again listen to another singer. The men became close confidants, and often met to discuss poetry, history and all the arts and sciences.

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Ziryab served as a kind of "minister of culture" in Al-Andalus. In addition to knowing 10,000 songs by heart, he was also an excellent poet, a student of astronomy and geography, and a dazzling conversationalist. One of his first projects was to found a school of music that welcomed not only the talented sons and daughters of the higher classes but also lower-class court entertainers. Ziryab also made two major changes to the lute. He added a fifth pair of strings and played the instrument with an eagle's talon or quill, rather than the traditional wooden pick, giving it greater delicacy of expression and a greater range. Music, however, was not Ziryab's only area of influence. He revolutionized the arts of dining, in ways that survive today. Before Ziryab, having a meal in Spain was a simple affair: Platters of different foods were piled together on bare wooden tables. Table manners were non-existent. Ziryab

combined foods in imaginative recipes and elevated a spring weed called asparagus to the status of a dinner vegetable. He also created a number of desserts. Ziryab decided that palace dinners would be served in courses, starting with soups or broths, continuing with fish, bird or meats, and ending with fruits, sweet desserts and nuts. Eventually, the custom became the rule throughout Europe. The English expression "from soup to nuts," indicating a lavish, multi-course meal, can be traced to Ziryab, who also altered the setting for dining by introducing table coverings, delicate crystal and even a trimmer, lighter soupspoon! Ziryab developed Europe's first toothpaste, made shaving among men popular and set new haircut trends. For women, Ziryab opened a beauty parlour where he created daring new hairstyles. The women of Spain traditionally wore their hair parted in the middle, covering their ears, with a braid down the back. Ziryab introduced a shorter, shaped cut, with a fringe on the forehead and the ears uncovered.

He established a fashion calendar based on the seasons. In springtime, men and women were to wear bright, coloured clothes. In summer, white clothing was the rule. In winter, Ziryab recommended long cloaks with fur.

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Not surprisingly, Ziryab's tremendous influence incurred the jealousy of other people in Córdoba. However, he had the ruler's support and that was all that mattered. 'Abd al-Rahman II died around 852, and Ziryab is believed to have followed about five years later. Ziryab's children kept alive his musical inventions, assuring their spread throughout Europe.

As 'Abd al-Rahman II and Ziryab departed the stage, Córdoba was coming into its own as a cultural capital and seat of learning. By the time 'Abd al-Rahman III took power in 912, the city had become the intellectual center of Europe.

As the first millennium (1000CE) drew to a close, students from France, England and the rest of Europe flocked to Córdoba to study and to take advantage of the great city library with its 600,000 volumes. When they returned home, they took with them not only knowledge, but also art, music, cuisine, fashion and manners.

Europe found itself awash with new ideas and new customs, and among the many streams that flowed northward from Spain, more than one had been channelled by Ziryab.

Follow the red route to see Ziryab’s move from Baghdad to Córdoba.

Task:

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The Great Mosque in Córdoba, Spain

Why do you think the Great Mosque is so special? Make notes around the pictures.

World’s third largest mosque

Capacity:

10,000 people

856 columns:

Made from granite and marble

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What a visitor would find when visiting Córdoba, Spain

500,000 inhabitants, living in 113,000 houses (when London had just 10,000)

700 Mosques spread throughout the city and its twenty-one suburbs

Streets paved and even lit

Many bookshops and more than seventy libraries

Papermakers

Glass makers

Silkworm breeders

Craftsmen working with wood, ivory, jade and leather

Farmers bringing oranges, grapefruit, grapes and figs to market

Schools

Public baths

Hospitals

Imagine a Saxon from Britain visiting this city, what would most surprise them, why?

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Where would you choose to visit first, why?

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Sights, sounds and smells

Your task is to write a letter to a friend who was living in Saxon Britain at this time. You have to describe how amazing life was for the rich people in cities such as Córdoba and Baghdad. To make the letter interesting use your senses.

First, read the following descriptions and copy the sense phrases into the correct columns.

One had already been completed for you.

“There were courtyards where you could hear fountains flow and smell the oranges and lemons growing in the groves.”

“The very rich raced horses, played polo and hunted with falcons and hawks.”

“The court is paved with marble. The walls of the mosque are faced with multi-coloured marble and above this are mosaics of gold and other colours showing paintings of trees and towns and beautiful inscriptions. The tops of the columns are covered with gold.

The day to day life of a Muslim ruler was based around the court. Rulers spent much of their time receiving visitors and listening to their requests. Important meetings were held with those who helped run the government. Guests were often entertained with music. People sat on cushions on a rug on the floor, while listening to tales of Arabian Nights.

Leisure time might also be spent listening to poets and storytellers reciting their work. Lavish banquets gave rulers and courtiers an important opportunity to relax from the pressures of life. They played chess, watched snake charmers and visited barbers and masseurs.

“Baghdad was a bustling city of taverns and cabarets where people played chess and backgammon.” “Acrobats provided entertainment as did snake charmers and those who told the stories of the Arabian nights.”

Noblemen would also take the members of the court out hunting, particularly at times when they were not involved in warfare. Hunters rode horses and used spears or bows to attack a range of animals including deer and lions.

Trained animals or birds, like dogs, hawks and falcons, were also used in the hunt. Courtiers might also be expected to play active games with their ruler, like polo.

“The girls sat around me, and when night came, they set up a banquet with plenty of nuts and fragrant herbs. Then they brought the drinking cups, and we sat to drink with the girls singing and some playing musical instruments.”

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Sight Sound Smell

Courtyards Fountains flowing Oranges and lemons growing in the groves

Now put a * next to your six most powerful phrases. These are the phrases you will use in your letter.

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Write a letter to a friend back home describing just how incredible these Islamic cities are

(Baghdad in Iraq and Córdoba in Spain). To make your letter even stronger compare the

towns in Saxon Britain to these cities.

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Session 5:

Which of the Early Islamic achievements has most effect on our lives

today?

Key Knowledge

The Early Islamic civilization made great achievements in the areas of: Mathematics,

Astronomy, Geography, Science and Technology, Literature and Medicine

Many of those achievements have influenced how we live and learn today

Key Vocabulary

A madrasa is an Islamic place of learning.

A curator is someone in charge of the objects and art in a museum or gallery.

Knowledge Quiz 4.4

1. The place where a ruler would spend most of their time living was a:

2. What would a visitor not find in Cordoba, 1,000 years ago?

3. The Islamic Empire controlled Al-Andalus which is where Spain is today.

4. In its Golden Age, how many more people lived in Córdoba?

5. Ziryab means:

Courtyard Court School

Streetlamps Zebra crossing Public baths Schools

True False

5,000 55,000

500,000

5,000,000

Lute Hairstyle

Musician

Blackbird

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Task:

This is al-Razi, shown here in his laboratory in Baghdad. A man interested in many things: mathematics, medicine, literature, astronomy and even grammar. What do you think he is doing? Use the picture to explain how you know. Make notes around it.

Six areas of achievement

The Early Islamic civilization made great achievements

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Which are the most important achievements?

A set of stamps are going to be made to celebrate the achievements. The most expensive stamp will cost £6 (the next £5, then £4 and so on) with cheapest costing £1. The most important achievement should be on the most expensive stamp. Decide which you think and explain why.

LITERATURE

£__

This achievement was important

because…____________________________________

_______________________________________________

_______________________________________________

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MEDICINE

£__

This achievement was important

because…____________________________________

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MATHEMATICS

£__

This achievement was important

because…____________________________________

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ASTRONOMY

£__

This achievement was important

because…___________________________________

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GEOGRAPHY

£__

This achievement was important

because…___________________________________

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SCIENCE

£__

This achievement was important

because…___________________________________

_______________________________________________

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Curator’s dilemma

A new museum in Baghdad wants an area on the impact of Early Islam, using images from the time. But have room for only four. Which will they be? To start, circle six images.

1 2 3

4 5 6

7 8 9

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Copy the six image numbers onto the first row of the grid. On the grid, score each image with a mark out of 10 for each criteria, the highest mark being 10.

Criteria Image number (1 – 9)

____ ____ ____ ____ ____ ____

It has the most interesting detail

____ ____ ____ ____ ____ ____

It is most typical of that time

____ ____ ____ ____ ____ ____

It is the best made ____ ____ ____ ____ ____ ____

It shows more features of Islamic life

____ ____ ____ ____ ____ ____

More people will want to see it in the exhibition ____ ____ ____ ____ ____ ____

It’s the most beautiful

____ ____ ____ ____ ____ ____

It shows that Baghdad was more advanced than London at that time

____ ____ ____ ____ ____ ____

It is less well known

____ ____ ____ ____ ____ ____

Total marks

____ ____ ____ ____ ____ ____

Circle the four highest scoring images. These are the images which you have chosen to feature in

the museum.

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Write a letter to the museum curator (person in charge of the museum) explaining your choice of

images, why they should be shown, and why the other images are not as important.

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Once you have completed the sessions in this booklet, answer this question using all of the new knowledge you now have: Essay Question: What is impressive about the Early Islamic Civilization?

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