• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Ibn Battutah, the traveller

Extracts from this document...

Introduction

Ibn Battutah, the traveller? Ibn Battutah, Abu Abd Allah Muhammad (Ibn Batuta, Ibn Battuta, Abu Abdullah Muhammed ibn Battuta, Muhammed ibn Abdallah ibn Battuta, Mohammed ibn Abdullah ibn Battuta, Abu Abdulla ben Batuta Lahuati, Sheik Muhammad ibn-Abdullah, Abu Allah Muhammed ibn Abd Allah al-Lawati at-Tanji ibn Battutah) (1304?1378) Arab scholar in the Middle East, East Africa, central Asia, India, China, North Africa, and Spain. Abu Abd Allah Muhammad ibn Battutah was born in Tan-gier,Morocco, the son of a qadi,or Muslim judge. Educated in Islamic theology, he supplemented his studies with read-ings of texts about far-off places, which inspired him to take up a life of travel. In 1325, at the age of 21, Ibn Battutah left Tangier on a pilgrimage to the holy city of Mecca. He made his way eastward by way of Tripoli and Misurata on the coast of Libya. From Alexandria, he continued to Cairo, then sailed down the NILE RIVERas far as Syene at present-day Aswan. Ibn Battutah next journeyed to the Red Sea coast, where he planned to board a ship for Jidda, Arabia, the port of entry for Muslim pilgrims to Mecca. ...read more.

Middle

Heattempted to travel northward into Russia from Bulgaria, but was turned back by cold weather. Heading eastward, Ibn Battutah crossed the central Asian steppes, into the lands of the Mongolian Tartars, to Samarkand and the countryof the Uzbeks. He reached Afghanistan by way of the Hindu Kush range, stopping at Kabul and Herat before making his way by the upper Indus River into India. At Delhi, he entered the service of Sultan Mohammed Tuglaq, for whom he worked as judge and legal scholar for seven years. He then was commis-sioned as the sultan?s ambassador to the court of the Mon-gol emperor of China. He left Delhi with gifts for the emperor, but before he could embark from the Malabar Coast port of Goa, he was robbed. Afraid to return to Delhi without the gifts, he sailed for the Maldive Islands in the Indian Ocean, where he obtained another official post and several wives. After less than two years in the Maldives, Ibn Battutah visited Ceylon(present-day Sri Lanka), then returned to the mainland of southeastern India at Madras. ...read more.

Conclusion

In a subsequent journey, Ibn Battutah crossed the Strait of Gibraltar from Tangier and visited the Muslim cities of Spain. He also travelled throughout the lands of the western Mediterranean Sea, including a visit to the island of Sardinia. Ibn Battutah?s travels took him across 75,000 miles in Africa, Asia, and Europe, in the course of which he visited nearly every country in the Islamic world. In the east he reached as far as China, and to the south as far as Mali and the coast of East Africa. In the north, he traveled as far as the edge of the steppes of SIBERIA, and in the west he visited Spain. He was one of the first known explorers of the Sa-hara. His travel account, Rihla(Journey), completed in 1357, became known outside of the Arabic world after the French occupation of North Africa in the 19th century. The record of his travels provides a vivid description of the Mid-dle East, East and West Africa, India, and China in the cen-turybeforethe onset of the age of European exploration. In it, he makes the first written reference to the mountains known as Hindu Kush. Sources: Wikipedia.org Encyclopedia of Exploration ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our International Baccalaureate History section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related International Baccalaureate History essays

  1. The North, The South, and Slavery

    National Typographical Union (1852), Stone Cutters (1853), Hat Finishers (1854), Molders and Machinists (1859) f. All craft workers included woman, all though female workers were excluded in every industry. i. 1850s- Women established own unions with support of middle-class female reformers 1.

  2. Current Affairs OA: Iran

    Iran underwent a rapid industrialized modernization, with reforms in education and infrastructure, all part of Shah Pahlavi's new policies as Shah. This industrialization commenced without any caveat to Iranian citizens. There were many criticisms of the Shah's monarchy, ranging from its obsessive censorships of national newspapers and public speakers to its ultra-nationalist police group, SAVAK (National Intelligence and Security Organization).

  1. Scramble for africa

    READING AND UNDERSTANDING Definitions Ask students to define the following terms with reference to the book: ICC; genocide; Justice and Equality Movement; Sudan Liberation Army; Jafaar Nimeiri; Omar al-Bashir; Salah Abdallah Gosh; UNAMID. Comprehension Look at a map of Africa. Locate Sudan, the Darfur region, and also Chad and Egypt.

  2. Unwritten Record of Immoderate Greatness

    Mountain Range, the longest mountain range in both of the continents of Americas. Under Thupa Inca, the Incan society was able to expand rapidly16 and the entire kingdom stretched approximately 4800km from north to south.17 Compared to the current world, the empire stretched partially into the Amazon rainforest to the

  1. Christianity Islam DBQ

    Document 7 illustrates the Islamic courts decision against greedy and corrupt merchants, precisely what Mohammed cautioned against. In Document 6, for example the merchants trade "with God always before us." By mixing God with trade, the Italian merchants reverse the previously held belief that trade and God were incompatible with each other.

  2. Mao and China Revision Guide

    seen as a means to realize the Maoist ideal for "the masses to make themselves masters of technology," lessen the need for specialized urban universities and schools, forestall the growth of a technological intelligentsia, and thus contribute to the realization of the Marxist goals of abolishing the distinctions between town and countryside and between mental and manual labor.

  1. Crisis and Collapse in Spain between 1793 and 1808

    The United States? exports to the Spanish West Indies grew six fold from 1795-96 to 1800-01, reaching nearly $11 million in the later period, and expanded fourfold for Spanish America as a whole. The average number of US ships entering Chilean ports grew from three or four a year in

  2. Comparing Ancient Civilisations - Mesopotamia and Egypt

    Governors were appointed for key regions and were responsible for supervising irrigation and arranging for the great public works that became a hallmark of Egyptian culture. Most Egyptians were peasant farmers, closely regulated and heavily taxed. Labor requisition by the states allowed construction of the great pyramids and other huge public buildings.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work