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How do we create our world? Globalization Beta: The role of Islamic and Chinese empires in growing the roots of globalization Emily Oberlitner, IB Coordinator, Lansing Eastern High School Matthew M. Jason, Teacher, Lansing Eastern High School Created with support from Michigan State University Asian Studies Center, Michigan Geographic Alliance, and use of the IB MYP humanities framework Understanding our modern “global” world ► Globalization has brought humans across the world together in many new and unexpected ways. ► In order to get along with different cultures it is important to understand the roots of our present circumstance ► How do we help our students do this? How do we define globalization? ► Only popularly used since the late 1980s, early 1990s. ► Focus on global institutions like multinational corporations, World Bank, IMF, United Nations. ► In secondary history courses it is largely Eurocentric, with an origin in the European Age of Exploration (i.e. Columbus, da Gama). ► However, these origins were not, in reality, a one-way process. Much of the impetus came from Asia, which continues to be central to globalization today. Globalization: Historical Context ► Rooted in an age of intercontinental empires like: Romans Persians Mongols Chinese Arabs 1st Century CE, Trans-Asia Trade -Based on writings of Ptolemy, 150 CE www.wikipedia.org Silk Road(s) Context ► 1st century BCE – 14th century CE ► Dominated by Chinese goods and South West Asian nomadic traders. ► After death of Muhammad (7th C.), acted as conduit for Islam into Central and South East Asia. ► Simultaneously, ocean routes directly connected East Africa and Arabian Peninsula to China. Muslims, Arabs, & Chinese Today ► Often misrepresented and misunderstood in our highly competitive global economy ► Viewed as the “other” in media, particularly post-9/11 How do we approach such complexity? ►Try and avoid the influence of stereotypes and misconceptions ►Give students case studies to investigate, particularly those that humanize the subjects and help build connections across cultures ►Use and create biographies! Unit Focus ► Islamic Caliphates, 7th – 13th centuries ► Dynastic China (Tang, Song, and early Ming), 7th – 17th centuries ► These were characterized by: Curiosity about the world beyond their borders Long distance trade Support for learning and technological innovation Succession of Caliphates after Muhammad’s Death •632 CE to largest extent in 850 CE •Abbasid Caliphate existed from 750 – 1258 CE •Influential during “Golden Age of Islam” “Paper Bag” Biographical Sketches of Muslim Scholars ► During “The Golden Age of Islam” there were dozens of scholars from Andalusia to Afghanistan that contributed to the arts and sciences. ► Have your students research an individual and then teach the class in some form. Biographical Sketches of Muslim Scholars ►Describe the scholar’s background ►How did this person contribute to their own society and contemporary world? ►What is this person’s impact on the world today? ►Create a visual symbol or illustration that represents this person and/or their ideas. Biographical Sketches of Muslim Scholars ►What can be said about these thinkers? ►What do the words “Muslim” and “Arab” mean in the context of these peoples’ lives? ►What can we learn about the connections between “our” world and the lives of Ibn Rushd and Ibn Sina? Chinese Dynasties & Timeframes ►Tang: 618 – 907 CE ►Five Dynasties and Ten Kingdoms ►Song: 960 – 1279 CE ►Yuan: 1279 – 1368 CE (Mongol) ►Ming: 1368 – 1644 CE ►Qing: 1644 – 1911 CE (Manchu) ►Abbasid Caliphate: 750 – 1258 CE World Wealth, 1500 worldmapper.org The world in Tang China... ► By 8th century, over 200,000 Persians, Arabs, Indians, Malays lived in coastal Chinese cities (mostly Guangzhou [Canton]). ► Said Ibn Abi Waqqas, companion of Muhammad, traveled to China by end of 7th century, established Huaiseng Mosque in Guangzhou. The world in Tang China... ►Guangzhou bustling port and place of residence for foreign-born. ►758 CE: A “rebellion” occurred in which large sections of the city burned, city closed for 5 decades to foreign residents. ►878 CE: Huang Cho rebellion, records indicated up to 120,000 Jews, Christians, Muslims, and Magians killed. The world in Tang China... ►Guangzhou bustling port and place of residence for foreign-born. ►758 CE: A “rebellion” occurred in which large sections of the city burned, city closed for 5 decades to foreign residents. ►878 CE: Huang Cho rebellion, records indicated up to 120,000 Jews, Christians, Muslims, and Magians killed. The world in Tang China... ►Foreign goods, particularly those of Central Asia, highly prized by the elite. ►Elements of Mediterranean cultures had made their way into Chinese society, particularly pottery motifs, legends, and religious imagery. ►A complex tribute system existed to maintain good relations between the Emperor and foreign nations to facilitate trade and harmonious relations. “Camel Rider” ceramic Tang China in the World... ►Geographer Jia Dan, late 8th C. writes that junk had to anchor in mouth of Euphrates to transfer goods to Baghdad. ►Confirmed by contemporary Arab merchant Shulama. ►Chinese paper makers captured by Abbasid soldiers @ Battle of Talas, 751 CE led to changes in paper technology throughout SE Asia. Battle of Talas Arabic language map of SE Asia Expansion during Tang Dynasty Case Study: Belitung Shipwreck ► Arab dhow, c. 826, found late 1990s. ► Over 60,000 pieces, including gold, silver, fine porcelain, many mass produced ceramics (urns, ink pots). ► Pieces inscribed with “salaam” and other Arabic phrases. ► Places regular Arab-Chinese trade centuries earlier than thought. Belitung Pieces Blue and white ware. Changsha bowl with Arabic inscription. What can we learn from the Belitung Wreck? ►What can we learn from the kinds of artifacts found? ►What can we infer about the sea trade that took place during the time of the Silk Roads? ►What does the evidence of this wreck say about the state of global trade, some 700 years before the time of Columbus? ►BBC Article, images from Singapore collection. Song Dynasty, 960 – 1279 CE ►Peak of technological innovation. ►Creation of technologies integral to today's world: Explosive powder Printing press Paper currency Compass ►Ends with Mongol conquest of China. Teaching about the Innovations of Song China ►Have students teach each other. ►Students focus on a particular technology, do the research, and post their findings, with an artifact. ►Requires decoding visual and written texts, summarizing and synthesizing. ►Using the web to display and view student work enhances student engagement. Using Artifacts ►Focused, sustained study on some “thing” from the period studied. ►Helps students build their historical imagination, visualize the content they are learning. ►Students studying student work is fun, and encourages thinking about how they think (metacognition). Ming Dynasty: 1368 – 1644 ► Long period of stable rule. ► Military, naval growth, as well as infrastructure. ► Signs of a market economy, with currency as central element. ► Extensive private industry, high output. ► Considerable trade with Americas, via Spanish (silver and sweet potatoes!) ► Over 30% of world's GDP, perhaps as much as 40% of the world's silver. Zheng He and the Influence of Ming China ► Look over your biography on Zheng He ► What can we learn about Zheng He, the person? ► From the story of Zheng He, what can we learn about Ming China? Admiral Zheng He ► 1371 – 1433 CE ► Ethnic Hui, eunuch advisor to Yongle Emperor. ► Descendant of Yunnan governor, Uzbek origins. ► 7 voyages, as far as East Africa, Persian Gulf. ► 1405 expedition consisted of 27,800 men, 62 treasure ships supported by approximately 190 smaller ships, including: Equine ships, water tankers, troop transports ► Credited with founding Chinese community in SE Asia and re-popularizing Islam ► Arab sources corroborate Zheng's own records. Models comparing the ships of Zheng He and Christopher Columbus, Ibn Battuta Mall, Dubai. Ships from Zheng He’s fleet, c. 1400. Ramifications of Zheng He ► Ming China was multicultural, as had China been, for centuries. ► China's reach was wide-ranging, possibly to Atlantic and Mediterranean. ► Voyages part of a larger tribute system of building ties to emperor, not colonial. ► China was open, and not isolationist as often suggested. Other ways to explore Ming China ►New capital in Beijing ►Forbidden ►Great ►Grand City Wall Canal Contributions to the European Age of Exploration ► Mounted rudder, China via Arabia. ► Astrolabe, Arabia. ► Compass, China. ► qarib – Arab model for European caravel From left to right: Chinese junk, Arab dhow, Portuguese caravel. Lessons for the Present ► Globalization has deep roots. ► The history of Chinese relations is more significant than its “isolated” geography. ► Western stereotypes of Arabs, Muslims, and the Chinese come from recent periods like “The War on Terror,” Cold War, and rule of Mao. ► Less thinking of “East” and “West” and more of a complex process we are continually learning more about.