diversity project - education 522

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=DAKlaH26dMQ


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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Explore historical content leading up to thegeographical spread of Islam and its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.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.jpghttp://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 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/videos


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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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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.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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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.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, 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.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


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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%3DG


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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=-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".

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.htm


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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/


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References

30_facts. (n.d.) Retrieved November 2009 from http://www.meccacentric.com

Allah. [Online Image] Retrieved November 2009, fromhttps://reader010.{domain}/reader010/html5/0626/5b3227d869b84/5b3227e

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

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