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8/14/2019 Diversity Project - Education 522
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http://sociologyofislam.org/forum/
Islam
Click Image for video
http://www.youtube.com/watch?v=DAKlaH26dMQhttp://www.youtube.com/watch?v=DAKlaH26dMQhttp://www.youtube.com/watch?v=DAKlaH26dMQ8/14/2019 Diversity Project - Education 522
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Objectives
To understand basic facets of Islamicreligion.
Explore historical content leading up to thegeographical spread of Islam and its
Muslim followers. Attempt to identify and dispel stereotypes
about Islam and its Muslim followers.
Draw comparisons to demonstrate how
foundational tenets of Islam relate to otherreligions.
http://www.ncssm.edu/library/dirt/Kyle%20McDermott/Religous%20Influences.html
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Pre-Assessment
What do you Know about Islam? Testyourself:True/False
People who adhere to Islam are called Islamic.
Most individuals who adhere to Islam live in the
Middle East. Mohammad wrote the Quran.
People of Islam believe in Allah, a God different thanthe God worshipped by Christians and Jews.
Jihad means holy war. Women of Islam cannot own property.
Most people of Islam are Arabic.
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What is Islam?
Meaning: Peaceacquired bysubmitting to the
will of God.
Followers of Islam
are Muslim, whichmeans one whosubmits to God.
https://reader010.{domain}/reader010/html5/0626/5b3227d869b84/5b3227da6b05e.jpg
http://truereligiondebate.files.wordpress.com/2008/06/allah.jpghttp://truereligiondebate.files.wordpress.com/2008/06/allah.jpg8/14/2019 Diversity Project - Education 522
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Allah
Arabic word forGod.
Supreme and
Omnipotent Islam teaches that
Allah is same Godworshipped in
Christianity as wellas otherAbrahamicreligions.
www.mukto-mona.com/Articles/kasem/book/allah.jpg
http://www.mukto-mona.com/Articles/kasem/book/allah.jpghttp://www.mukto-mona.com/Articles/kasem/book/allah.jpg8/14/2019 Diversity Project - Education 522
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The Quran
Was NOT written byProphet Muhammad, butby God
Hafiz- preservers of theQuran
Meaning: the recitation
Provides divine guidance
and direction for allmankind
http://
raizululoom.com/images/the_holy_Quran_by_amarx.jpg
http://raizululoom.com/images/the_holy_Quran_by_amarx.jpghttp://raizululoom.com/images/the_holy_Quran_by_amarx.jpghttp://raizululoom.com/images/the_holy_Quran_by_amarx.jpghttp://raizululoom.com/images/the_holy_Quran_by_amarx.jpg8/14/2019 Diversity Project - Education 522
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Jihad
One of the five religious duties ofMuslims
Does not mean holy war, but rather
the inner struggle to strive in theway of submission to Allah.
http://islamizationwatch.blogspot.com/2008_02_10_archive.html
http://islamizationwatch.blogspot.com/2008_02_10_archive.htmlhttp://islamizationwatch.blogspot.com/2008_02_10_archive.htmlhttp://islamizationwatch.blogspot.com/2008_02_10_archive.html8/14/2019 Diversity Project - Education 522
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Women in Islam
Any person who oppresses women is not truefollower of Islam
Islam encourages womens right to own,entitling them to have personal possessions.
Women are strongly recommended to keep theirmaiden name after marriage.
http://womensinislam.wordpress.com/category/women-videos
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I am a Muslim womanFeel free to ask me whyWhen I walkI walk with dignityWhen I speakI do not lie
I am a Muslim womanNot all of me youll seeBut what you shouldappreciateIs that the choice I make isfreeIm not plagued withdepressionIm neither cheated norabusedI dont envy other womenAnd Im certainly notconfusedNote, I speak perfect EnglishEt un petit peu de Francais
aussieIm majoring in LinguisticsSo you need not speak slowlyI run my own small businessEvery cent I earn is mineI drive my Chevy to school &workAnd no, thats not a crime!You often stare as I walk byYou dont understand my veil
http://izzatulillah.files.wordpress.com/2008/01/niqab1.jpghttp://izzatulillah.files.wordpress.com/2008/01/niqab1.jpg8/14/2019 Diversity Project - Education 522
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Non- FictionLiterature
http://www.youtube.com/watch?v=2u6eY-glCa4http://go2.wordpress.com/?id=725X1342&site=umassmpac.wordpress.com&url=http://www.childrenofdust.com/http://ep.yimg.com/ca/I/talkislam_2076_8733839088/14/2019 Diversity Project - Education 522
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Children of Dustis a searing memoir revealing the truthabout militant Islamic fundamentalism in Pakistan and theculture shock of moving to the U.S. Author Ali Eteraz is acompelling young male Muslim voice, and in telling hiscoming-of-age story he captures not merely pain, but also
the love, laughter, and pathos of Muslim life.
Click on imageTo learn more
aboutthe author
Ali Eteraz.
Click on image
To hear interviewClick on image
To learn more
http://alieteraz.com/http://go2.wordpress.com/?id=725X1342&site=umassmpac.wordpress.com&url=http://www.childrenofdust.com/http://www.childrenofdust.com/videos8/14/2019 Diversity Project - Education 522
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Competency goalsMini lesson plan for
Children of The Dust by Ali Eteraz
Competency Goal 2 Emerging Civilizations - The
learner will analyze the development of early civilizations
in Africa, Asia, Europe, and the Americas.
Objective 2.06 Describe the rise and achievements of the
Byzantine and Islamic civilizations.
Pre Assessment will be a KWL Chart. The learner willchart what they believe they know, what they wish to find
out and after reading Children of the Dust, by Ali Eteraz,
the student will chart what they have learned.
After reading the text the student will also group together
in small groups to discuss further, their findings ,
comparing, and contrasting notes.
Finally, after all dialogue has concluded, students will
answer the following essay question which will be
answered as an entry in their personal journals.
Q. Based on the knowledge assumed, gathered and
learned, what can you infer about the dynamics of Islam
as it relates to religion, possible controversies in our
classrooms, and how it could be addressed fairly
considering individual rights and privileges to their own
freedom and practices.
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Fiction Literaturewith
Muslim PerspectiveAmal and CinderellaBy Sakina bint Erik Marx
Amal and Lisa read Cinderella togetherone day. Amal shares her Muslimperspective on this traditionalWestern European fairytale with Lisa.
Other books by the same author includeAmals visits with otherPrincesses : Snow White, Ariel,and Sleeping Beauty.
http://www.mkjournal.org/stories/amal/index.shtml
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This Work of Fiction
Blends American Roots withIslamic FaithSophia is an American Muslim teenager
whose father is Arab and whose mother is
an American convert.. Sophia's Journey:
Time Warp 1857 is the first book in aplanned historical fiction series and her
first published Islamic fiction novel. Raised
on the windswept prairies of Kansas,
Najiyah's love of her American roots
blends beautifully with her Islamic faith,
and she strives to show people that the
two are not mutually exclusive. Najiyah
currently teaches English in Damascus,
Syria, where she lives with her husband
and six children. When she is in the USA
she conducts workshops on Islam and the
history of USA relations with the Middle
East. www.MuslimWritersPublishing.com
http://www.onlineislamicstore.com/b9590.html
http://www.onlineislamicstore.com/b9590.htmlhttp://www.onlineislamicstore.com/b9590.html8/14/2019 Diversity Project - Education 522
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http://commons.wikimedia.org/wiki/File:Major_religions_distribution.png
Islam is the second largest religion in the world with 1.57 billion adherents.
One in four people are Muslim. Islam is growing faster numerically than any
other major world religion . Christianity has 2.1 billion adherents.
http://www.religioustolerance.org/comp_isl_chr.htmhttp://www.religioustolerance.org/comp_isl_chr.htm8/14/2019 Diversity Project - Education 522
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http://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.png
Muslim Percentage of total population by RegionAccording to a 2009 study, Islam has 1.57 billion adherents, making up 23% of the world population.
Asia-Pacific 24 % Middle East-N. Africa91 % Sub-Saharan30 % Europe 5.2 % Americas 0.5 %
http://sites.google.com/site/mideastp6geogrphyhistory/concentration-of-religions/800px-World_Muslim_Population_Map.png?attredirects=08/14/2019 Diversity Project - Education 522
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drben.net
Most Muslims are Sunni (87-90%).The other 10-13% of the world's Muslims are Shi'a.
More than 67% of the world's Shi'as live in four nations: India, Iran, Iraq, andPakistan.
Shi'as constitute the majority of the populations in Iran, Azerbaijan, Bahrain,and Iraq.
http://sites.google.com/site/mideastp6geogrphyhistory/concentration-of-religions/800px-MuslimDistribution2.jpg?attredirects=0http://sites.google.com/site/mideastp6geogrphyhistory/concentration-of-religions/800px-MuslimDistribution2.jpg?attredirects=0http://sites.google.com/site/mideastp6geogrphyhistory/concentration-of-religions/800px-MuslimDistribution2.jpg?attredirects=08/14/2019 Diversity Project - Education 522
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http://www.israelsmessiah.com/religions/images/ethnicity.jpg
This pie chart helps dispel the stereotype that Muslims are all Arabic.
Only 18% of Muslims live in the Arab world; 20% are found in Sub-Saharan Africa, about 30% in the Indian sub-continental region
of Pakistan, India and Bangladesh, and the world's largest single Muslim community (within the bounds of one nation) is in
Indonesia. There are also significant Muslim populations in China, Europe, Central Asia, and Russia.
France has the highest Muslim population of any nation in Europe, with up to 6 million Muslims (10% of the population).
23 f 50 t i ith M j it M li P l ti
http://www.israelsmessiah.com/religions/images/ethnicity.jpghttp://www.israelsmessiah.com/religions/images/ethnicity.jpghttp://www.israelsmessiah.com/religions/images/ethnicity.jpghttp://www.israelsmessiah.com/religions/images/ethnicity.jpg8/14/2019 Diversity Project - Education 522
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23 of 50 countries with Majority Muslim PopulationClick on each flag to learn about these countries.
1) Name the country. 2) Find the country on the world map.
3)What do the colors and symbols on each flag represent?
http://www.fotw.net/flags/islam.html#int
http://www.mapsofworld.com/world-outline-map.htmhttp://en.wikipedia.org/wiki/Yemenhttps://www.cia.gov/library/publications/the-world-factbook/geos/wi.htmlhttps://www.cia.gov/library/publications/the-world-factbook/geos/uz.htmlhttp://news.bbc.co.uk/2/hi/europe/country_profiles/1022222.stmhttp://www.infoplease.com/ipa/A0108050.htmlhttp://en.wikipedia.org/wiki/Somaliahttp://news.bbc.co.uk/2/hi/africa/country_profiles/1064496.stmhttp://www.saudiembassy.net/about/http://en.wikipedia.org/wiki/Pakistanhttp://www.infoplease.com/ipa/A0107800.htmlhttp://en.wikipedia.org/wiki/Mauritaniahttp://en.wikipedia.org/wiki/Maldiveshttp://www.infoplease.com/ipa/A0107722.htmlhttp://www.vkrp.org/info/facts/http://travel.nationalgeographic.com/places/countries/country_iraq.htmlhttp://travel.nationalgeographic.com/places/countries/country_iran.htmlhttp://travel.nationalgeographic.com/places/countries/country_gambia.htmlhttp://travel.nationalgeographic.com/places/countries/country_djibouti.htmlhttp://en.wikipedia.org/wiki/Comoroshttp://en.wikipedia.org/wiki/Azerbaijanhttp://www.enchantedlearning.com/africa/algeria/flag/http://www.mapsofworld.com/flags/afghanistan-flag.htmlhttp://news.bbc.co.uk/2/hi/africa/country_profiles/1064557.stmhttp://www.mapsofworld.com/world-outline-map.htm8/14/2019 Diversity Project - Education 522
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Geography
http://foehammer.net/zenphoto/albums/maps/Islam_in_America.gif
Cornell University April 2002 study estimates 7 million Muslims in the U.S.With 6 % annual growth, U.S. Muslim population will double to 14 million by 2014.Growth Factors include birth rates, conversions & immigration.
In 2005, 96,000 Muslims from Islamic Countries became permanent U.S. citizens.
http://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gif8/14/2019 Diversity Project - Education 522
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Twenty percent of all U.S.Muslims live in California, 16% in New York state,
eight percent in Illinois, four percent in New Jersey and Indiana each, andabout three percent in Michigan, Virginia, and Texas, and Ohio each.
This information was drawn from the "Mosque in America: A National Portrait," a survey released in April 2001.http://www.allied-media.com/AM/index.html
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American Muslims
The first documented Muslim arrived inNorth America in the 16th century.
American Muslims come from various
backgrounds and are one of the
most racially diverse religious groups
in the US according to a 2009 Galluppoll.
Recent immigrant Muslims make up
the majority of the total US Muslim
population.
Native-born Muslims are mainlyAfrican Americans. Many have
converted to Islam during the last
seventy years. Conversion to Islam
during prison terms, and in large urban
areas has increased the number of US
Muslim adherents.
http://images.google.com/imgres?imgurl=http://www.theculturalconnect.com/new/wp-content/mag/uploads//2007/10/shot14.jpg&imgrefurl=http://www.theculturalconnect.com/new/2007/11/20/ausma-khan-desi/&usg=__GO2AFNBWR6n_tODsnAFUppNWyvE=&h=300&w=300&sz=110&hl=en&start=13&tbnid=3hYq3jYGiCxL4M:&tbnh=116&tbnw=116&prev=/images%3Fq%3Damerican%2Bmuslim%26gbv%3D2%26hl%3Den%26sa%3DG8/14/2019 Diversity Project - Education 522
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Post-Assessment
Check out these links tolearn more about AmericanMuslims.
Use a Venn Diagram tocompare and contraststereotypes of Muslims
with your newly acquiredknowledge.
Create a uniquepresentation to share withthe class. This can be a
song, poem, collage, essayor speech. Use the List ofAmerican Muslims(wikipedia) to learn abouta specific individual toinclude in your
presentation.
https://implicit.harvard.edu/implicit/Study?tid=-1
http://mentalhealth.about.com/gi/dynamic/offsite.
htm?site=http://www.tolerance.org
http://nationalhumanitiescenter.org/tserve/twenty
/tkeyinfo/islam.htm
http://www.jewcy.com/cabal/muslim_now_available_
http://www.meccacentric.com/30_facts.html
http://en.wikipedia.org/wiki/List_of_American_Mu
slimsdsfjkasdkfjk
https://implicit.harvard.edu/implicit/Study?tid=-1http://www.jewcy.com/cabal/muslim_now_available_insult_formhttp://www.jewcy.com/cabal/muslim_now_available_insult_formhttps://implicit.harvard.edu/implicit/Study?tid=-18/14/2019 Diversity Project - Education 522
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Math
Islamic integers Islamic Application of Geometry
http://www.cairochronicles.com/jack/?p=53
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Arabcontributions
to Arithmetic:
-the numbers we use arecalled Arabic numbers(numerals) which is asystem of tens, with
place values, and a zero
to show an empty place:1,302,005
-fractions: 1/2
- decimal fractions: 1.5
Arabcontributions
to Algebra:Algebra was first fully
developed by AlKhwarism, the "father of
algebra".
Arabcontributions
to Geometry:
The Arabs translated andimproved upon the
Egyptian, Hebrew, andGreek geometry.
Arabcontributions
toTrigonometry:
Al-Tusi, a Muslim, is the"father of trigonometry".
Basic Algebra: Islamic Contributions to Math
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Basic Algebra: Islamic Contributions to Math Grade Level: 5th grade
Teachers Objective(s): The students will learn about basic algebra and work simpleproblems in a hands-on format.
NCSCOS Objective(s): Competency Goal 5:The learner will demonstrate an understandingof patterns, relationships, and elementary algebraic representation. Objective 5.02: Use
algebraic expressions, patterns, and one-step equations and inequalities to solve problems. Background Knowledge: Students will be learning about basic algebra. In this lesson they
will learn to use variables, or placeholders, to represent unknown numbers in equations.They will learn that a letter can be a variable. If it helps, students can begin by simplydrawing a blank space or using symbols instead of letters. For example, students can writethe equation 5 + a = 15 as 5 + __ = 15 or 5 + = 15 or as 5 + = 15.
Materials: white board and markers, equation card sets (one for each pair), rubric, paperand pencil for each child
Strategies:
Before: The teacher will begin by asking students to describe how they typically solve amath equation. He/she can then write their answers on the board. The teacher will accessstudents prior knowledge of math concepts. To prompt students, ask questions such as: 1.How do you know what to do with the numbers given? (Add, subtract, multiply, or divide,based on the symbols shown.)
2. What do we know about the commutative property of addition and multiplication?
(When two numbers are being added or multiplied, their order does not matter. For example4+6=10 is the same as 6+4=10.) 3. How can we use fact families to work backward in a problem? (We know that certain
sets of numbers are fact families, and the numbers work together. For example, 3x7=21,7x3=21, 213=7, 217=3.)
The teacher should explain that they will begin working on a new way to solve problems, buthat these same rules still apply. It is important to point out that although this new way mayseem difficult at first, it is really very similar to what they are already familiar with.
During: The teacher will begin by explaining that they will be learning basic algebra that day, and that algebra wasi t d d b th I l i th ti i Al Kh i i h k th f th f l b (Th d
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introduced by the Islamic mathematician Al Khwarismi, who was known as the father of algebra. (The wordalgebra is derived from the Arabic word al-jabr). The teacher should also point out that the word algebra basicallymeans restoring balance and that is what we do in algebra; we restore balance to both sides of an equation, ormake them equal one another. (Teacher can draw a simple balance scale on the board as a visual aid for studentsto understand balance.) The teacher will tell students that in algebra, we work problems using both letters andnumbers. He/she will then introduce the concept of variables in solving equations. *See background knowledge for aclear definition.
The teacher will write on the board several examples of variables in equations one-at-a-time. He/she will thenshow the class how to solve for the variable using what they already know. Students can simply fill in the blank ifthey know the answer, but going through the steps will help them apply the process to more difficult problems tocome. Students should put the work in their math notebooks. Examples include:
3 + __ = 5 Subtract 3 from both sides. The answer is 2.
2 = 10 Divide both sides by 2. The answer is 5.
8 4 = n Divide 8 by 4. The answer is 2.
The teacher should encourage students to write and solve their own problems. He/she will then check studentswork as they monitor the classroom and call on students to share their examples.
After: The teacher will place students in pairs. Each pair will receive a set of equation cards. The pair will worktogether to solve the equations for the variables. Once the pairs have had time to do three to five rounds, they willcreate their own equations and have their partner solve for the variable. If the activity goes well, there should betime for one partner from each group to rotate to the next person and work their equation. (Example: child A fromeach group can rotate one table to the right, take that person as their partner, swap equations, and solve.)
Assessment: The last set of partners after about four rotations will then work to create one final equation. Theycan decide to do addition, subtraction, multiplication, or division, but it must include a variable. The pair should alsodecide what steps to take to solve the problem. The teacher will put a copy of the rubric on the board showing whatis required. Once all pairs have their equations ready, they will share them one-at-a-time with the class. They shouldwrite it on the board, explain the steps to solve it, and then give the answer.
Constructivist Philosophy: This lesson is based on constructivism because students are building on their priorknowledge to expand their understanding of a new concept. They are also working together to create examples ofwhat they are studying, as well as coming together in a group to learn from one another.
Adaptations: For students who have difficulty transferring notes from the board to their notebooks, the teacher
should make copies of all notes, definitions, and examples. These should be given to the child before the lesson.Students with behavior issues should be placed in pairs according to the teachers understanding of which studentswork well together. This is a good opportunity for these children to have a positive partner experience. Studentswho are gifted in math and quickly learn the concepts in the lesson can be encouraged to find more solutions toproblems, or change one number in the equation and re-solve it. For students who are having trouble understandingthe idea of a balanced equation with both sides being equal, the teacher can use scales and counting cubes. Theycan create the problem on the scale and figure out how many cubes are needed on each side to balance it.
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Rubric
Group Number Childs Name Childs Name
Writes anequation.
Includes avariable.
Knows and explains the
steps to solve theequation for thevariable.
Works well withpartner.
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Journal ArticlesLovat, T. L. (2005). Educating about islam and learning about self: an approach for our times.Religious Education, 100. doi: 10.1080/00344080590904671
EDUCATING ABOUT ISLAM AND LEARNING ABOUT
SELF: AN APPROACH FOR OUR TIMES
Terence J. Lovat
The University of Newcastle, Australia
Abstract
This article argues that the emergence of the era of terrorism, fuelled in part by a form of Wahhabist
Islam, impels a religious education imperative of improving understanding about Islam, bothin terms of the historical roots with Judaism and Christianity, as well as ongoing
conflict between the three traditions. On this basis, this article proposes content for religious
education that challengesWesterners,
especially of Jewish or Christian heritage, to come to an enhanced understanding about their
sibling relationship with Islam, but also considers
growing counter-propositions that this sameWestern world is the mortal enemy of Islam. In the case
of both the positive and negative
interpretations of the relationship between Islam and its sibling religions, the educational challenge
is to enhance understanding ofthe self through increasing knowledge of the other.
Resources
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ResourcesTeaching and Learning
about Islam
I. Journal ArticlesLovat, T. L. (2005). Educating about islam and learning about self: an approach for our times. Religious Education, 100. doi:
10.1080/00344080590904671A. EDUCATING ABOUT ISLAM AND LEARNING ABOUT SELF: AN APPROACH FOR OUR TIMES
AbstractThis article argues that the emergence of the era of terrorism, fuelled in part by a form of Wahhabist Islam, impels areligious education imperative of improving understanding about Islam, both in terms of the historical roots with Judaismand Christianity, as well as ongoing conflict between the three traditions. On this basis, this article proposes content forreligious education that challenges Westerners, especially of Jewish or Christian heritage, to come to an enhancedunderstanding about their sibling relationship with Islam, but also considersgrowing counter-propositions that this same Western world is the mortal enemy of Islam. In the case of both the positive andnegative interpretations of the relationship between Islam and its sibling religions, the educational challenge is to enhanceunderstanding of the self through increasing knowledge of the other.
B. ISLAM IN THE CLASSROOM: WHAT THE TEXTBOOKS TELL USTEXTBOOKS REVIEWED
This review samples ten of the nations most widely used junior and senior high school historytextbooks. Seventh-grade world histories cover the centuries from the fall of the Roman Empire to thedemocratic revolutions of the late eighteenth century. High schoolworld histories feature times since 1800, with lengthy sections on events and conflicts worldwide since1945. U.S. histories for high school students focus on the twentieth century. The junior high schooltextbooks examined are designed for seventh-graders using multigrade social studies programs in
California and other states. These volumes cover Islams foundations and history before 1800. The highschool world history and U.S. history editions examined are those tailored to California standards. Theycontain or originate text that is repeated in national editions. Next to no text variations exist betweenthe volumes reviewed and other recently copyrighted editions of the same titles.
In the last five years, since the American Textbook Council last appraised how textbooks treatIslam, a new generation of textbooks has been written andpublished. The findings here draw onmultiple internal and external reviews commissioned by the American
Textbook Council from historians, teachers, and international relations experts. They compare whatrespected historians say about Islam in authoritative histories to what is being said in textbooks. Thereview relies in several places on the Middle East expert
Bernard Lewis for authoritative definitions. For an acute account of Islam-related historiographiccontroversies, including where Lewis stands within them, see Robert Irwin, Dangerous Knowledge:Orientalism and Its Discontents (Overlook, 2006).
ro ess ona eve opmen esources
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ro ess ona eve opmen esources2
II. Websites:
http://www.israelsmessiah.com/This site provides comparisons of the three most common religions of the world today plus detailed information
about Islam, Christianity, and Judaism. www.American Ramadan.comAmerican Ramadan, the movie, takes a bold and exciting new look at the American Muslim experience. Thefeature length documentary follows the lives of five American Muslim families during the Month of Ramadan in2005. Contrast to the media stereotypes of Muslims as sheltered and outcasts the film illustrates the everydaystruggles, fears, hopes and challenges that everyone, Muslim or not, faces every day.
http://tv.muxlim.com/video/QyXdy4x9Tds/American-Ramadan-Official-Movie-Trailer-6-Minute-version/
http://www.awaironline.org/aboutus.htm
In November 1990Audrey Shabbas and colleagues founded AWAIR: Arab World And Islamic Resources and SchoolServices, a non-profit organization with 501(C)(3)status. AWAIR is dedicated to serving the needs of Pre-collegiateeducators at the Kindergarten-12th Grade level.
Zevk Ensemble - music and storytelling from the Islamic world.
http://www.theamericanmuslim.org/
The American Muslim - TAM - The Original (Note: The American Muslim is not and never has been in any wayaffiliated with the Muslim American Society or their publication. Since 2001 they have gone by a remarkablysimilar title, however we are proud to be the original, published in print or online since 1989.)
http://www.cie.org/
The Council on Islamic Education (CIE), founded in 1990, is a national, non-profit research institute and resourceorganization based in Fountain Valley, California. CIE is formally comprised of Muslim academic scholars ofreligion, history, political science, cultural studies, communications, education, and other fields, along with a full-time professional staff with expertise on matters related to U.S. education, civics, politics, the media, faithcommunities and other components of American society and the institutional system.
http://www.masnet.orgThe Muslim American Society (MAS) is a charitable, religious, social, cultural, and educational, not-for-profitorganization. It is a pioneering Islamic organization, an Islamic revival, and reform movement that uplifts theindividual, family, and society.
Professional Development
http://www.awaironline.org/aboutus.htmhttp://www.cie.org/http://www.cie.org/http://www.cie.org/http://www.cie.org/http://www.awaironline.org/aboutus.htmhttp://www.awaironline.org/aboutus.htm8/14/2019 Diversity Project - Education 522
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Professional DevelopmentResources 3
III. Lesson Plan sources
A. Frontline: Muslims, a documentary, examines Islams worldwideresurgence through the stories of diverse Muslims struggling to definethe role of Islam in their lives and society. The website includes aTeachers Guide and other resources.
http://www.pbs.org/wgbh/pages/frontline/shows/muslims/
B. This site has many lesson plans that were developed to accompany theFrontline: Muslims documentary. The Council on Islamic Education (CIE),founded in 1990, is a national, non-profit research institute and resource
organization based in Fountain Valley, California. CIE is formallycomprised of Muslim academic scholars of religion, history, politicalscience, cultural studies, communications, education, and other fields,along with a full-time professional staff with expertise on matters relatedto U.S. education, civics, politics, the media, faith communities and othercomponents of American society and the institutional system.
http://www.cie.org/
IV. UNC-CHs summer reading of the Qur'an created controversy amongstudents, parents, professors, and Administrators. A review of the newsarticles and editorials throughout the US provides pre-service teachersinsight into issues that may arise when teaching controversial topics likeIslam or evolution versus Creationism.Link to archive of news and editorials surrounding this
controversy:http://www.unc.edu/news/clips/aug02/aug20.htm
References
http://www.cie.org/http://www.cie.org/8/14/2019 Diversity Project - Education 522
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