click on the picture for a video! lou o’shea, charlene

8/14/2019 Click on the Picture for a Video! Lou OShea, Charlene

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http://sociologyofislam.org/forum/

Islam

Click on the picture for a video!

Lou OShea, Charlene Thomas, Jennifer Spillman
http://www.youtube.com/watch?v=-L-GOHa5-YQhttp://www.youtube.com/watch?v=-L-GOHa5-YQhttp://www.youtube.com/watch?v=-L-GOHa5-YQhttp://www.youtube.com/watch?v=-L-GOHa5-YQ


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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Explore historical content leading up to thegeographical spread of Islam and its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? Test

yourself:

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 Goddifferent than the God worshipped byChristians and Jew.

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/html5/0626/5b322479c66c6/5b32247c2e0c9.jpg
http://truereligiondebate.files.wordpress.com/2008/06/allah.jpghttp://truereligiondebate.files.wordpress.com/2008/06/allah.jpg


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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.jpg


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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.jpg


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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.html


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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.jpg


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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_873383908


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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 bookfor more info about

the author AliEteraz. Also, clickon the picture of

the boy for a video.
http://go2.wordpress.com/?id=725X1342&site=umassmpac.wordpress.com&url=http://www.childrenofdust.com/http://www.youtube.com/watch?v=yoeB3Cg7Izw


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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.html


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Explore historical contentleading up to the geographicalspread of Islam and its Muslim

followers.


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http://commons.wikimedia.org/wiki/File:Major_religions_distribution.png

Islam is the second largest religion 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.htm


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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=0


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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=0


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https://reader010.{domain}/reader010/html5/0626/5b322479c66c6/5b322484

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.jpg


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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.htm


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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, 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.gif


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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
http://www.teach-nology.com/cgi-bin/quest.cgi


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American Muslims The first documented Muslim arrived in North

America in the 16th century.

American Muslims come from variousbackgrounds and are one of the most raciallydiverse religious groups in the U.S. accordingto a 2009 Gallup poll.

Recent immigrant Muslims make up themajority of the total U.S. Muslim population.Native-born Muslims are mainly African

Americans. Many have converted to Islamduring the last seventy years. Conversion toIslam during prison terms, and in large urbanareas has increased the number of U.S.Muslim adherents.

https://implicit.harvard.edu/implicit/Study?tid

http://mentalhealth.about.com/gi/dynamic/off

http://nationalhumanitiescenter.org/tserve/tw

http://www.jewcy.com/cabal/muslim_now_ava

http://www.meccacentric.com/30_facts.html

http://en.wikipedia.org/wiki/List_of_American_
https://implicit.harvard.edu/implicit/Study?tid=-1http://mentalhealth.about.com/gi/dynamic/offsite.htm?site=http://www.tolerance.orghttp://nationalhumanitiescenter.org/tserve/twenty/tkeyinfo/islam.htmhttp://www.jewcy.com/cabal/muslim_now_available_insult_formhttp://www.meccacentric.com/30_facts.htmlhttp://en.wikipedia.org/wiki/List_of_American_Muslimshttp://www.teach-nology.com/cgi-bin/quest.cgihttp://en.wikipedia.org/wiki/List_of_American_Muslimshttp://www.meccacentric.com/30_facts.htmlhttp://www.jewcy.com/cabal/muslim_now_available_insult_formhttp://nationalhumanitiescenter.org/tserve/twenty/tkeyinfo/islam.htmhttp://mentalhealth.about.com/gi/dynamic/offsite.htm?site=http://www.tolerance.orghttps://implicit.harvard.edu/implicit/Study?tid=-1


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Post Assessment

Check out these links to learn moreabout Muslims in America.

Use a Venn Diagram to compare andcontrast stereotypes of Muslims withyour new knowledge.

Create a unique presentation to sharewith the class. This can be a song,

poem, collage, essay, or speech.

Use the List of American Muslims toinclude at least person in yourpresentation.

https://implicit.harvard.edu/imp

http://mentalhealth.about.com/

http://nationalhumanitiescenter

http://www.jewcy.com/cabal/m

http://www.meccacentric.com/3

http://en.wikipedia.org/wiki/List
https://implicit.harvard.edu/implicit/Study?tid=-1http://mentalhealth.about.com/gi/dynamic/offsite.htm?site=http://www.tolerance.orghttp://nationalhumanitiescenter.org/tserve/twenty/tkeyinfo/islam.htmhttp://www.jewcy.com/cabal/muslim_now_available_insult_formhttp://www.meccacentric.com/30_facts.htmlhttp://en.wikipedia.org/wiki/List_of_American_Muslimshttp://en.wikipedia.org/wiki/List_of_American_Muslimshttp://www.meccacentric.com/30_facts.htmlhttp://www.jewcy.com/cabal/muslim_now_available_insult_formhttp://nationalhumanitiescenter.org/tserve/twenty/tkeyinfo/islam.htmhttp://mentalhealth.about.com/gi/dynamic/offsite.htm?site=http://www.tolerance.orghttps://implicit.harvard.edu/implicit/Study?tid=-1


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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".

M th L Pl


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Math Lesson Plan:Basic Algebra: IslamicContributions to Math

Grade Level: 5th grade

Teachers Objective(s): The students will learn about basic algebra and work simple problems in ahands-on format.

NCSCOS Objective(s): Competency Goal 5:The learner will demonstrate an understanding of 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 touse variables, or placeholders, to represent unknown numbers in equations. They will learn that a lettercan be a variable. If it helps, students can begin by simply drawing a blank space or using symbolsinstead of letters. For example, students can write the equation 5 + a = 15 as 5 + __ = 15 or 5 + = 15or as 5 + = 15.

Materials: white board and markers, equation card sets (one for each pair), rubric, paper and pencil foreach child


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Math Lesson Plan:Before

Strategies:

Before: The teacher will begin by asking students to describe how theytypically solve a math equation. He/she can then write their answers on theboard. The teacher will access students prior knowledge of math concepts. Toprompt 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 andmultiplication? (When two numbers are being added or multiplied, their orderdoes not matter. For example, 4+6=10 is the same as 6+4=10.)

3. How can we use fact families to work backward in a problem? (We knowthat 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 solveproblems, but that these same rules still apply. It is important to point out thatalthough this new way may seem difficult at first, it is really very similar towhat they are already familiar with.


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Math Lesson Plan:During

During: The teacher will begin by explaining that they will be learning basic algebra that day,and that algebra was introduced by the Islamic mathematician Al Khwarismi, who was known asthe father of algebra. The teacher should also point out that the word algebra basically meansrestoring balance and that is what we do in algebra; we restore balance to both sides of anequation, or make them equal one another. (Teacher can draw a simple balance scale on theboard as a visual aid for students to understand balance.) The teacher will tell students that inalgebra, we work problems using both letters and numbers. He/she will then introduce theconcept of variables in solving equations. *See background knowledge for a clear definition.

The teacher will write on the board several examples of variables in equations one-at-a-time.He/she will then show the class how to solve for the variable using what they already know.Students can simply fill in the blank if they know the answer, but going through the steps willhelp them apply the process to more difficult problems to come. Students should put the workin 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 thencheck students work as they monitor the classroom and call on students to share theirexamples.


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Math Lesson Plan: Afterand Assessment

After: The teacher will place students in pairs. Each pair will receive a set ofequation cards. The pair will work together to solve the equations for thevariables. 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 theactivity goes well, there should be time for one partner from each group torotate to the next person and work their equation. (Example: child A from

each group can rotate one table to the right, take that person as theirpartner, swap equations, and solve.)

Assessment: The last set of partners after about four rotations will thenwork to create one final equation. They can decide to do addition,subtraction, multiplication, or division, but it must include a variable. The pairshould also decide what steps to take to solve the problem. The teacher will

put a copy of the rubric on the board showing what is required. Once all pairshave their equations ready, they will share them one-at-a-time with the class.

They should write it on the board, explain the steps to solve it, and then givethe answer.


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ConstructivistPhilosophy and

Adaptations Constructivist Philosophy: This lesson is based on constructivism because studentsare building on their prior knowledge to expand their understanding of a new concept.They are also working together to create examples of what they are studying, as wellas coming together in a group to learn from one another.

Adaptations: For students who have difficulty transferring notes from the board totheir notebooks, the teacher should make copies of all notes, definitions, andexamples. These should be given to the child before the lesson. Students withbehavior issues should be placed in pairs according to the teachers understanding ofwhich students work well together. This is a good opportunity for these children tohave a positive partner experience. Students who are gifted in math and quickly learnthe concepts in the lesson can be encouraged to find more solutions to problems, orchange one number in the equation and re-solve it. For students who are havingtrouble understanding the idea of a balanced equation with both sides being equal,

the teacher can use scales and counting cubes. They can create the problem on thescale and figure out how many cubes are needed on each side to balance it.


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Math Lesson Plan: RubricGroup Number

____________

Childs Name

_____________________

Childs Name

_____________________

Writes an equation.

Includes a variable.

Knows and explains thesteps to solve theequation for thevariable.

Works well with apartner.

Professional Development


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Professional DevelopmentResources

Journal Articles

Lovat, 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 educationimperative of improving understanding about Islam, both in 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 of

the self through increasing knowledge of the other.

Hajj, M., & Panniza, U. (2009). Religion and educaton gender gap: are muslims different?. Economics of Education Review, 28(3), RetrievedNov 30,2009. Retrieved fromhttp://dx.doi.org/10.1016/j.econedurev.2008.01.007.

Religion and Education Gender GapAre Muslims Different?

Mandana Hajj

Ugo Panizza*

Abstract This paper uses individual-level data and a differences in differences estimation strategy to test whether the education gender gap of Muslims is

different from that of Christians. In particular, the paper uses data for young Lebanese and shows that, other things equal, girls (both Muslim andChristian) tend to receive more education than boys and that there is no difference between the education gender gap of Muslims andChristians. Therefore, the paper finds no support for the hypothesis that Muslims discriminate against female education.
http://dx.doi.org/10.1016/j.econedurev.2008.01.007http://dx.doi.org/10.1016/j.econedurev.2008.01.007http://dx.doi.org/10.1016/j.econedurev.2008.01.007http://dx.doi.org/10.1016/j.econedurev.2008.01.007


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Professional DevelopmentResources page 2

Sewall, G. T. (2008). Islam in the classroom what the textbooks tell us. Retrieved from

http://www.historytextbooks.org

ISLAM IN THE CLASSROOM: WHAT THE TEXTBOOKS TELL US

TEXTBOOKS REVIEWED

This review samples ten of the nations most widely used junior and senior high school history textbooks.Seventh-grade world histories cover the centuries from the fall of the Roman Empire to the democraticrevolutions of the late eighteenth century. High school world histories feature times since 1800, with

lengthy sections on events and conflicts worldwide since 1945. U.S. histories for high school students focuson the twentieth century. The junior high school textbooks examined are designed for seventh-gradersusing multigrade social studies programs in California and other states. These volumes coverIslams foundations and history before 1800. The high school world history and U.S. history editionsexamined are those tailored to California standards. They contain or originate text that is repeated innational editions. Next to no text variations exist between the volumes reviewed and other recentlycopyrighted editions of the same titles. In the last five years, since the American Textbook Council lastappraised how textbooks treat Islam, a new generation of textbooks has been written and published. Thefindings here draw on multiple internal and external reviews commissioned by the American Textbook

Council from historians, teachers, and international relations experts. They compare what respectedhistorians say about Islam in authoritative histories to what is being said in textbooks. The review relies inseveral places on the Middle East expert Bernard Lewis for authoritative definitions. For an acute accountof Islam-related historiographic controversies, including where Lewis stands within them, see Robert Irwin,Dangerous Knowledge: Orientalism and Its Discontents (Overlook, 2006).

http://www.historytextbooks.org/islamreport.pdf

Professional Development
http://www.historytextbooks.org/http://www.historytextbooks.org/islamreport.pdfhttp://www.historytextbooks.org/islamreport.pdfhttp://www.historytextbooks.org/


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Professional DevelopmentResources page 3 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.

Ramadan.com

American Ramadan, the movie, takes a bold and exciting new look at the American Muslim experience. The feature length documentary followsthe lives of five American Muslim families during the Month of Ramadan in 2005. Contrast to the media stereotypes of Muslims as sheltered andoutcasts the film illustrates the everyday struggles, 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 School Services, a non-profit organizationwith 501(C)(3)status. AWAIR is dedicated to serving the needs of Pre-collegiate educators 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 way affiliated with the Muslim AmericanSociety or their publication. Since 2001 they have gone by a remarkably similar title, however we are proud to be the original, published in print oronline since 1989.)

http://www.cie.org/

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 formally comprised of Muslim academic scholars of religion, history, political science, cultural studies, communications, education, andother fields, along with a full-time professional staff with expertise on matters related to U.S. education, civics, politics, the media, faith communitiesand other components of American society and the institutional system.

http://www.masnet.org

The Muslim American Society (MAS) is a charitable, religious, social, cultural, and educational, not-for-profit organization. It is a p ioneering Islamicorganization, an Islamic revival, and reform movement that uplifts the individual, family, and society.
http://www.israelsmessiah.com/http://www.israelsmessiah.com/http://tv.muxlim.com/video/QyXdy4x9Tds/American-Ramadan-Official-Movie-Trailer-6-Minute-version/http://www.awaironline.org/aboutus.htmhttp://www.awaironline.org/aboutus.htmhttp://www.zevk505.com/http://www.zevk505.com/http://www.theamericanmuslim.org/http://www.cie.org/http://www.cie.org/http://www.masnet.org/http://www.masnet.org/http://www.cie.org/http://www.theamericanmuslim.org/http://www.zevk505.com/http://www.awaironline.org/aboutus.htmhttp://tv.muxlim.com/video/QyXdy4x9Tds/American-Ramadan-Official-Movie-Trailer-6-Minute-version/http://www.israelsmessiah.com/


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Professional DevelopmentResources page 4

Lesson Plan sources

A. Frontline: Muslims, a documentary, examines Islams worldwide resurgence through thestories of diverse Muslims struggling to define the role of Islam in their lives and society. Thewebsite includes a Teachers Guide and other resources.

http://www.pbs.org/wgbh/pages/frontline/shows/muslims/

http://www.cie.org/ This site has many lesson plans that were developed to accompany the Frontline: Muslims

documentary. The Council on Islamic Education (CIE), founded in 1990, is a national, non-profitresearch institute and resource organization based in Fountain Valley, California. CIE is formallycomprised of Muslim academic scholars of religion, history, political science, cultural studies,communications, education, and other fields, along with a full-time professional staff with expertiseon matters related to U.S. education, civics, politics, the media, faith communities and othercomponents of American society and the institutional system.

UNC-CHs summer reading of the Qur'an created controversy among students, parents,

professors, and Administrators. A review of the news articles and editorials throughout the USprovides pre-service teachers insight into issues that may arise when teaching controversial topicslike Islam 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.pbs.org/wgbh/pages/frontline/shows/muslims/http://www.cie.org/http://www.unc.edu/news/clips/aug02/aug20.htmhttp://www.unc.edu/news/clips/aug02/aug20.htmhttp://www.cie.org/http://www.pbs.org/wgbh/pages/frontline/shows/muslims/


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References

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Allah. [Online Image] Retrieved November 2009, fromwww.mukto-mona.com/Articles/kasem/book/allah.jpg

Bartel, N. Science & mathematics in medieval islamic cultures. (n.d.) In medieval islamic cultures. Retrieved November 2009 , from

http://www.sfusd.k12.ca.us/schwww/sch618/ScienceMath/Science_and_Math.html

Drew, P. & D. Wallace, (1996) In Mathematics across curriculum, lesson 5, pattern: islam. Retrieved December 2009, from

http://www.dartmouth.edu/~matc/math5.pattern/lesson5math.html

Ethnicity of Muslims [Pie graph ]. Retrieved November 2009, from http://www.israelsmessiah.com/religions/images/ethnicity.jpg

Flags. [Online Images]. Retrieved December 2009, from http://www.flags-flags-flags.org.uk/http://www.appliedlanguage.com/flags_of_the_world/

Fukushima, C. (Project Manager) & M. Hens (Senior Managing Editor). (2004) Islamic art and geometric design activities for

learning for the Metropolitan Museum of Art. Retrieved December 2009, from

http://www.metmuseum.org/explore/publications/pdfs/islamic_geometric/islamic_art_and_geometric_design.pdf

Getty Images. (n.d.) Introducing Rageboy!![Online Image]. Retrieved November 2009 from

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Islam in America. [Map] Retrieved November 2009 from


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List of countries by muslim population. In Wikipedia. Retrieved December 2009 , from

http://en.wikipedia.org/wiki/List_of_countries_by_Muslim_population

Major religious groups. (December 2009) In Wikipedia. Retrieved December 2009, from

http://commons.wikimedia.org/wiki/File:Major_religions groups

Majors Religions Distribution [Map] (2009)Retrieved November 2009 from

http://commons.wikimedia.org/wiki/File:Major_religions_distribution.png

Mosque. [Online Image]. Retrieved November 2009 fromhttp://sociologyofislam.org/news/

Mosque. [Online Image]. Retrieved November 2009 from

http://www.ncssm.edu/library/dirt/Kyle%2520McDermott/islamic%2520symbol.gif&imgrefurl

Muslim distribution. [Map] Retrieved November 2009, from

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Muslims_praying_2. [Online Image]. Retrieved November 2009, from

http://latimesblogs.latimes.com/photos/uncategorized/

Muslims as a percentage of all U.S. Residents [Map] (2000). Retrieved November 2009 from


Muslim pray chant [Online Video] Retrieved November 2009, from

http://www.youtube.com/watch?v=QmShcY-hg6Ev
http://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://en.wikipedia.org/wiki/Jihadhttp://en.wikipedia.org/wiki/List_of_countries_by_Muslim_populationhttp://commons.wikimedia.org/wiki/File:Major_religionsgroupshttp://commons.wikimedia.org/wiki/File:Major_religions_distribution.pnghttp://sociologyofislam.org/news/http://sociologyofislam.org/news/http://sociologyofislam.org/news/http://www.ncssm.edu/library/dirt/Kyle%20McDermott/islamic%20symbol.gif&imgrefurlhttp://en.wikipedia.org/wiki/List_of_countries_by_Muslim_populationhttp://latimesblogs.latimes.com/photos/uncategorized/http://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://www.youtube.com/watch?v=QmShcY-hg6Evhttp://www.youtube.com/watch?v=QmShcY-hg6Evhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gifhttp://latimesblogs.latimes.com/photos/uncategorized/http://en.wikipedia.org/wiki/List_of_countries_by_Muslim_populationhttp://www.ncssm.edu/library/dirt/Kyle%20McDermott/islamic%20symbol.gif&imgrefurlhttp://sociologyofislam.org/news/http://commons.wikimedia.org/wiki/File:Major_religions_distribution.pnghttp://commons.wikimedia.org/wiki/File:Major_religionsgroupshttp://en.wikipedia.org/wiki/List_of_countries_by_Muslim_populationhttp://en.wikipedia.org/wiki/Jihadhttp://foehammer.net/zenphoto/albums/maps/Islam_in_America.gif


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Muslim women. [Online Images]. Retrieved November 2009, fromhttp://www.imow.org

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Magida , A. Nation of Islam faq. (n.d.) In African-American Publications, Encyclopedia.com. Retrieved November 2009 from

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Number of Mosques in the United States by State [Map] (2001). Retrieved December 2009, fromhttp://www.allied-media.com/AM/index.html

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http://en.wikipedia.org/wiki/Qur'an

Religions of the world. [Map] Retrieved November 2009, from http://en.wikipedia.org/wiki/Major_religious_groups

Unknown. I am a muslim woman. In KING-slave of ALLAH ! Retrieved November 2009 from

http://womensinislam.wordpress.com/

World Flags. [Online Images] Retrieved December 2009, from http://www.worldflags101.com/

World Muslim Population Map [Map] (2009). Retrieved November 2009, from

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Prayer

http://www.youtube.com/watch?v=DAKlaH26dMQ

http://www.youtube.com/watch?v=-L-GOHa5-YQ

http://www.youtube.com/watch?v=ZfQHOj-0RPs

http://www.youtube.com/watch?v=QmShcY-hg6E

htt //i l b t / d/ li t i / / l ti ht
http://www.imow.org/http://www.imow.org/http://en.wikipedia.org/wiki/Muslim_worldhttp://www.allied-media.com/AM/index.htmlhttp://en.wikipedia.org/wiki/Qur'anhttp://en.wikipedia.org/wiki/Major_religious_groupshttp://womensinislam.wordpress.com/http://www.worldflags101.com/http://www.worldflags101.com/http://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://www.youtube.com/watch?v=-L-GOHa5-YQhttp://www.youtube.com/watch?v=QmShcY-hg6Ehttp://www.youtube.com/watch?v=QmShcY-hg6Ehttp://www.youtube.com/watch?v=-L-GOHa5-YQhttp://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://commons.wikimedia.org/wiki/File:World_Muslim_Population_Map.pnghttp://www.worldflags101.com/http://womensinislam.wordpress.com/http://en.wikipedia.org/wiki/Major_religious_groupshttp://en.wikipedia.org/wiki/Qur'anhttp://www.allied-media.com/AM/index.htmlhttp://en.wikipedia.org/wiki/Muslim_worldhttp://www.imow.org/

click on the picture for a video! lou o’shea, charlene

Documents