The story of Usama's encounter with a Frankish knight who sought medical treatment from a Muslim physician provides a rich opportunity for discussion. Students can analyze Usama's observations of Frankish medicine and compare it to contemporary medical practices. This anecdote not only highlights the cultural exchange and interactions between Muslims and Crusaders but also underscores the humanity shared by individuals despite religious and cultural differences.

Additionally, Usama's depiction of the Frankish knight's lack of jealousy towards his wife, as contrasted with Usama's own cultural norms, offers insight into social customs and attitudes prevalent during the Crusades. This story can prompt discussions on gender roles, marriage, and societal norms in medieval Europe and the Middle East.

By exploring Usama Ibn Munqidh's memoir and his encounters with Crusaders, students can gain a nuanced understanding of the Crusades from a Muslim perspective. They will learn to critically analyze primary sources, recognize biases, and appreciate the complexity of historical narratives shaped by cultural, religious, and personal perspectives. This example not only enhances students' historical literacy but also fosters empathy and appreciation for diverse viewpoints in the study of history.

Usama Ibn Munqidh tells about a battle with his family’s rivals in Banu Qajara of Hama. he describes that his enemies had a large army with many allies. Usama Ibn Munqidh tells how he made the strategic decision to not fight but instead retreat. He stood by his decision to not fight in the battle because he felt that his group was outmatched in number. He strategically decided to retreat from that battle and fight another day.

I will bring this story into my classroom by having students compare and contrast strategies and leadership. I teach ancient history and often have units that include ancient empires taking each other over. We discuss the pros and cons of their strategies and the pros and cons of the leadership style of each emperor. We will first review the empires we have studied (such as the Akkadian and Assyrian). Students will list out the characteristics of their emperors and armies. They will then list the characteristics of the leaders and armies we learned about from Usama. They will compare and contrast the styles and strategies. Finally, they will argue who has the best strategy and why.

This is relevant because it helps students develop critical thinking skills. They will compare, contrast, and argue for which one is the best. This illustrates to my students how important it is to take one's time before acting. In real life, many students act too quickly without predicting what the long term consequences might be.

This example helps students better understand the Crusades from the perspective of a Muslim warrior because it tells a story from their perspective. Furthermore, it is not one of only successes. It is important for them to see the reality that just because someone is telling the story of the battle, that does not always mean they are the victor. It helps them see different experiences.

I would have students read a section of “Warfare During the Crusades:  Usama ibn Munqidh and his Memoirs” from Medievalists.net.  In particular, I would like them to focus on the “Introduction” and “Who was Usama ibn Munqidh?”  This will be valuable for students to consider how primary sources can be biased.  Also, the information about bias and “racist” comments in some of these texts is relevant.

Some questions I would ask students are: 

What do you think of the author’s explanation that “racism is a modern construct”?

What does the author mean by “other”?

How do the remarks in older texts compare to what we see in our:  Literature?  News?  Social Media?  Current Events?

Now, think of the book you read for your “Windows and Mirrors” book study.  How do some of the discussions you have in your small groups relate to the ideas in this text?

For other sections of the article, I would ask students to annotate examples of truth vs. perception.  This is a concept we have studied throughout the school year.

The questions I’ve created will ask students to ponder universal themes and make connections to today’s world.

-Osena K.

I would use the “dinner story” from Usama Ibn Munqidh’s writings to connect with the themes of empathy and inclusion.  This story illustrates that preconceived notions or stereotypes about a group of people are not always true.  The Frank, who was hosting the dinner, had adopted the ways of his new home and adapted to the cultural norms.  He showed empathy and kindness to his invited Muslim guests.  Later when the guest was accosted in the market by a woman who accused him of murder, because he fit the racial profile, the old knight, the Frank, protected him and saved him from death. 

After sharing this story and a brief discussion, I would read to my Advisory The English Roses by Madonna.  The final discussion, activity, etc. I would ask students to make connections with the two stories and how it might relate to cliques and ways that we judge others by how they look or what they like to do, etc.  Since this is not a history class, my lesson objective would not be specifically to deepen their understanding of the Crusades, but rather I would hope they would understand the importance of perspective in storytelling.  This lesson would support what they will learn in the future in social studies or world history when the focus of the lesson would be understanding history from alternative perspectives.

The story is very relevant since it exemplifies how familiarity with individuals from the "other"can help to overcome the suspicions which a person may harbor about a larger group. For example, a Nazi who may have saved Jewish people with whom they were familiar, but yet the Nazi may still have harbored prejudice against the Jewish people as a group.

This story can teach very important life lessons.

Muslims and Christians frequently allied against other Muslims and Christians in medieval Spain. The Byzantines employed Muslim Turks in their armies.

One of the stories I read was about a Muslim man that befriended a Frank. They had become such great friends that they even called each other brothers.

I would ask my students their opinion about this friendship. Those men should be fighting against each other because of differences of religion yet they become close friends. I would ask, do you think religion should break friendships up? Should religion be a cause for wars?

I feel like this might be a little confusing because if the different religions are fighting against each other yet they befriended certain people. Then what is the purpose of fighting?

-Nancy Tallas