World Cultures
500 Most Influential Muslims
Produced by: The Royal Islamic Strategic Studies Centre
Regional Focus: Global
Intended Audience: General
This publication is the first of an annual series that provides a window into the movers and shakers of the Muslim world. It highlights people who are influential as Muslims, that is, people whose influence is derived from their practice of Islam or from the fact that they are Muslim. It gives valuable insight into the different ways that Muslims impact the world, and also shows the diversity of how people are living as Muslims today.
Link: http://www.rissc.jo/muslim500v-1L.pdf
Africa Enslaved: Comparative Slave Systems Outside the United States
Produced by: Produced by Natalie Arsenault , Christopher Rose
Regional Focus: Africa, Caribbean, Latin America, Middle East, North Africa, Brazil, East Africa, Egypt, Haiti, North Africa, Tanzania
Intended Audience: High School
This unit explores comparative slave systems outside of the US, with particular focus on Latin America (Brazil and Haiti), Africa (the Swahili Coast), and the Middle East (Ottoman Egypt).
The subject of slavery is at once both fascinating and terrifying, revealing a sad and shameful chapter in human history, one that often provokes strong emotions and continues to have an impact in the socio-economic and cultural realms in many countries and cultures. Slavery in an institution with roots in the earliest recorded human histories. The Narmer Palette, arguably the oldest political document still in existence, dating from at least 3000 BCE, contains images of captives being paraded before a victorious king in a kingdom that existed in Egypt before Egypt itself. Despite the official abolition of slavery in every country on earth, contemporary slave systems can still be found worldwide.
Africa Enslaved was designed and developed over the course of nearly two years. Early in the design phase, we chose to focus specifically on historical examples of slavery in locations outside the United States. We chose historical examples in order to take advantage of the many excellent monographs and compilations of primary source documents that have been published on our chosen case studies. Our decision to exclude the United States from the unit stems from the fact that discussion of slavery forms an important component of American history courses, while slavery elsewhere is generally not a topic included in world history courses.
Link: http://www.outreachworld.org/resource.asp?curriculumid=1087
Ancient Egypt-- Timeline, Pharaoh Akhenaten, his lineage and more
Produced by: Ellie Crystal
Regional Focus: Africa, Middle East, Egypt
Intended Audience: General
From creation myths to the pyramids and the afterlife.
Link: http://www.crystalinks.com/
The Arab World in the Classroom
Produced by: Steve Tamari
Regional Focus: Middle East, North Africa, Algeria, Egypt, Iraq, Israel, Jordan, Lebanon, Saudi Arabia, Syria, United Arab Emirates
Intended Audience: Middle School and High School
An introduction to Arab history and a survey of contemporary Arab society, culture and politics.
Who are the Arabs? In film and other media, Arabs are often stereotyped, which leads to misperceptions and false assumptions. This unit serves as an introduction to the Arab World and seeks to break down common stereotypes by providing students with an opportunity to look at the Arab World within a clear historical context. The unit considers the origins of the term “Arab,” the importance of the Arabic language, the religion of Islam, encounters between the Arab World and the West, Arab Nationalism, Arabs in America and current events in the Arab World.
Included with the text is a resource list for both book and film sources, an online directory of other resources about the Middle East and Islam, and classroom activities.
Link: http://www.outreachworld.org/resource.asp?curriculumid=242
Basic Principles of Islamic Art
Produced by: Jerri Lejeune
Regional Focus: Middle East, Egypt
Intended Audience: Middle School
Islamic art encompasses many styles. It has been influenced by the pre-existing cultures of the peoples living in areas where Islam has spread. Therefore, Islamic art cannot be seen as a form of purely religious art, but as an expression of people living in lands where Islam has an influence on daily life.
People often think that Islam does not allow representations of the human figure. This is a myth. Although Islam, as a religion, does not believe that Allah can be represented as a human being, nor does it promote figural representations of Mohammed or other saintly persons inside mosques, secular artabounds with human figures, as well as animals and plants.
In this unit students will explore the four general categories into whichmost traditional Islmic art fits:
• Geometric designs, including tiling and tessellating designs
• Organic and figural designs including plants, animals, and human figures
• Calligraphic designs which use Arabic script in decorative ways
• Medallion designs, often seen in carpets, whicdesign element surrounded by borders
Students will identify, understand, and be able to use the 4 major classifications of Islamic art: Geometric, Organic, Figural, and Medallion. Students will also develop an art history vocabulary and build familiarity with pieces of Islamic art from various countries and periods.
A slide show and a set of Islamic Art Trading Cards have been developed for this unit.
This is one of 6 units from the 2004 Egypt Seminar held at the Center for Middle East Studies at UC Santa Barbara.
Link: http://www.outreachworld.org/resource.asp?Curriculumid=1114
Behind the Gulf Crisis
Produced by: Saul Landau, Fred Lawson, Joe Stork
Regional Focus: Middle East, Egypt, Iran, Iraq, Israel, Kuwait, Lebanon, Saudi Arabia, Sudan, Syria, United Kingdom, United States, Yemen
Intended Audience: High School and Middle School
Provides a narrative of the political history leading up to the 1990 Gulf Crisis.Specific attention is given to the role of Western imperialism, the legacy of colonialism, the Iraq-Kuwait quarrel and the role of oil. Includes a bibliography of short stories and memoirs relating to children growing up in different Middle Eastern countries.
Link: http://www.outreachworld.org/resource.asp?curriculumid=19
Beyond Islam: Understanding the Muslim World
Produced by: World Affairs Council
Regional Focus: Middle East, Asia, Global
Intended Audience: Middle School Students
The World Affairs Council of Seattle, a non-profit, non-partisan organization, is the leading foreign affairs forum in the Pacific Northwest. Since 1951, the Council’s purpose has been to promote greater understanding of global affairs in our Puget Sound community through a balance of public events, educational activities and the international visitor program.
Members of the Council include schools, public institutions, businesses, and individuals, who want first hand information on global issues and direct participation in international exchange.
Link: http://www.world-affairs.org/globalclassroom/curriculum/BeyondIslam/default.htm
Bill Moyers talks with Justice Richard Goldstone (Video)
Produced by: PBS
Regional Focus: Middle East, Israel, Gaza Strip, North America, United Nations
Intended Audience: General
Bill Moyers talks with Justice Richard Goldstone, who headed up the controversial UN Human Rights Council investigation into fighting in Gaza between Israel and Hamas.
Video Part 1: http://www.pbs.org/moyers/journal/10232009/watch.html
Video Part 2: http://www.pbs.org/moyers/journal/10232009/watch2.html
Black Pharaohs
Produced by: National Geographic
Regional Focus: Africa, Middle East, Egypt
Intended Audience: General
An ignored chapter of history tells of a time when kings from deep in Africa conquered ancient Egypt.
“The neglect of Nubian history reflected not only the bigoted worldview of the times, but also a cult-like fascination with Egypt’s achievements—and a complete ignorance of Africa’s past. “The first time I came to Sudan,” recalls Swiss archaeologist Charles Bonnet, “people said: ‘You’re mad! There’s no history there! It’s all in Egypt!’ ”
“For 75 years Nubian kings ruled over ancient Egypt, reunifying the country and building an empire. Until recently, theirs was a chapter of history lost in the shadows.”
Link: http://ngm.nationalgeographic.com/2008/02/black-pharaohs/robert-draper-text.html
CAIRO: Living Past, Living Future
Produced by: University of Texas
Regional Focus: Middle East, Egypt
Intended Audience: General
Welcome to Cairo: Living Past, Living Future. In the following pages, you will discover this fascinating and vibrant city by learning about its history and the people who have walked its streets, its culture and society, and about the challenges the city faces as it enters the twenty first century.
Cairo is an ideal case study of so many aspects of Middle Eastern culture and history, and so many of the most important historic figures have passed through Cairo as they made their claim to history. Cairo today is very much a blend of the old and new, the traditional and the modern. When many people think of Cairo, they think of the pyramids. But that is only the beginning...
Link: http://menic.utexas.edu/cairo/students/students.html
Choices Curriculum: Iran: History, Reform and Revolution
Produced by: Watson Institute for International Studies, Brown University
Regional Focus: Middle East, Iran
Intended Audience: High School and Middle School
A look into the history of the Iranian Revolution.
Link: http://www.choices.edu/resources/detail.php?id=187
Coffee!!! A lesson on the history of one of the world's most popular drinks!
Produced by: Gordon Witty
Regional Focus: Africa, Middle East, Egypt, Turkey, Ethiopia
Intended Audience: Post-Secondary
As part of a larger online teaching unit from the University of Pennsylvania Middle East Center called Marhaba, this is a small unit that explains the origins of coffee and its history in the Middle East. The Coffee!!! Lesson is supplemented by a coffee recipe. Though brief, this lesson is easily integrated into larger teaching units on history and culture, including the history and culture of food. History teachers and Home Economics teachers alike can make classroom activities out of this lesson.
Link: http://www.outreachworld.org/resource.asp?curriculumid=308
CMES Research Areas and Projects
Produced by: University of Arizona- Center for Middle Eastern Studies
Regional Focus: Middle East, Asia
Intended Audience: Elementary, Middle, and High School
The following lesson plans were developed by master teachers and by CMES Outreach staff with the intent of giving area teachers a easy access point to Middle Eastern content material. All lesson plans are available for free download. Feedback on the classroom application of the materials is always appreciated.
Some lesson plans include, Children's Life in Armenia, Day in the Life of an Iranian Child, Iranian New Year, Librarian of Basra
Link: http://www.cmes.arizona.edu/outreach/lessonplans.php
Council on Islamic Education
Produced by: Council on Islamic Education
Regional Focus: Global
Intended Audience: General
CIE's mission is to support and strengthen American public education as the best foundation for a vibrant democracy, a healthy civil society, and a globally literate citizenry. Selection of curriculum modules and resources.
Some Lesson Plans and Teaching Units include: Teaching About Islam and Muslims, Muslim Holidays, Muslim Women Through the Centuries, The Crusades from European and Muslim Perspectives, Images of the Orient: 19th-Century European Travelers to Muslim Lands, Beyond A Thousand and One Nights, The Emergence of Renaissance
Link: http://www.cie.org/index.aspx
The Crusades: Voices and Perspectives
Produced by: George McDowell
Regional Focus: Europe, International, Middle East, North Africa, Western Europe, Algeria, Andalusia, Cyprus, Egypt, Israel, Lebanon, Morocco, Spain, Syria, Turkey
Intended Audience: High School
Understanding the Crusades through multiple perspectives. Using primary sources, timelines and historical guides, students learn about the Crusades through the Byzantine, European, Jewish and Muslim perspectives. The entire curriculum unit is available online. Students will learn:
- -different social, economic, political and religious forces contributing to the Crusades;
- -the significance of the Middle East as a crossroads at this time in history;
- T-he impact of the Crusades on different cultures;
- -a greater understanding of different perspectives;
- -how groups create a sense of the "other," and how that is manifested in art and literature;
- -to use different sources such as maps, travel literature, chronicles, coins, etc. to gain an understanding of history;
- -integration of technology by using the internet for research and presentation and video for presentation.
Link: http://www.outreachworld.org/resource.asp?curriculumid=296
Egypt: A Country Profile
Produced by: Talal S. Hattar
Regional Focus: Middle East, Egypt, North Africa
Intended Audience: General
A brief portrait of Egypt. The readings provide students with a brief history of Egypt and a timeline. It also includes a section on the people and culture of Egypt and on the country's geography and climate and useful weblinks.
Link: http://www.outreachworld.org/resource.asp?curriculumid=317
Egypt on Line
Produced by: Various
Regional Focus: Middle East, Egypt
Intended Audience: Elementary School and Middle School
A useful online directory for anyone interested in Egypt. This online directory provides links to resources regarding Egypt today and Ancient Egypt. It lists sites for kids, including educational games, while also listing sites specific to teachers seeking curriculum and other material for their classes.
http://www.mec.utah.edu/Outreach/egyptlinks.html
Egyptian Culture
Produced by: Mary L. Truitt
Regional Focus: Middle East, Egypt, North Africa
Intended Audience: Middle School
A unit on exploring Egyptian culture using the Internet. Most students know something about pyramids, mummies, and hieroglyphics, but they know little about Egyptian culture today. This unit teaches students how to use the Internet for their research to learn about contemporary Egyptian society. Topics may include the Egyptian school system, women in society, Egyptian pop culture, and a comparison of how Egyptian society acknowledges their deceased as compared to Mexican culture and the celebration of Dia de los Muertos.
Conducting searches on the Internet can be a frustrating, time-consuming task for students who have little experience with the World Wide Web. Exercises in this unit are designed to teach students how to conduct Internet searches efficiently. Students will familiarize themselves with at least five of the top Internet search engines and learn what it takes to use them. Activities where students complete reading exercises and tutorials from two web sites will help them to streamline their web searches in order to obtain the information pertinent to the lessons.
Some of the skills students will come away with are the ability to do Internet searches, format reports, analyze web sites, write essays, share essays with classmates, and write encouraging responses.
A slide show has also been developed for this unit.
Link: http://www.outreachworld.org/resource.asp?curriculumid=1116
Explorers, Traders & Immigrants: Tracking the Cultural and Social Effects of the Global Commodity Trade
Produced by: Natalie Arsenault , Allegra Azulay , Rachel Meyer , Christopher Rose
Regional Focus: Africa, Asia, Caribbean, East Asia, Eurasia, Europe, Inner Asia, Latin America, Middle East, North Africa, North America, Russia/East, Europe, South Asia, Southeast Asia
Intended Audience: High School
Explorers, Traders & Immigrants: Tracking the Cultural and Social Impact of the Global Commodity Trade is based in part on the 2003 Hemispheres Summer Teachers’ Institute “Explorers, Traders & Immigrants: Tracking Cultural Contact through Food.” That four-day workshop examined aspects of cultural contact that have left trace evidence on the food that we eat. In seeking to expand the workshop’s scope as we developed this unit, we have moved beyond looking only at foodstuffs and have incorporated a number of other commodities that have had significant global impact.
When complete, this unit will examine eight global commodities from their points of origin and the social, cultural, political, and economic changes they wrought along their way. Each case study covers encompasses four “stops” along the commodity’s journey from its initial discovery and/or access, its progress from local good to international trade, the ramifications of large-scale production, and the drama of its boom-and-bust cycles through the years.
We have sought to address the Texas Essential Knowledge and Skills (TEKS) and National Geography Standards that cover spatial and cultural diffusion. This unit draws on primary source readings, images, and maps so that students can both track and assess commodities as they have traveled the world. Each case study is laid out in a Document-Based Question (DBQ) format so that students can cite, interpret, and evaluate sources; consider point of view; and use historical evidence to develop and support a thesis.
Each case study also lends itself to be used as a mapping activity in which students can trace on a world map each commodity’s journey from origin to global impact. Toward that end, a blank world map is included for you and your students to use.
We have also sought to include images among the primary source documents included in the DBQs. To help your students analyze these images as documents, we have included an image analysis worksheet.
It is our hope that, with Explorers, Traders & Immigrants, students will be able to better appreciate the long-term effects of intercultural contact and population movements by relating them to the presence of various commodities that they see and use every day.
Link: http://www.outreachworld.org/resource.asp?curriculumid=1188
Exploring the Ancient Middle East A unit on Mesopotamia, Egypt, and Kush
Produced by: Marilyn Hass
Regional Focus: Africa, Middle East, Egypt,
Intended Audience: Post-Secondary
In this unit students will analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt and Kush. The unit is comprised of the following 7 lessons:
Water: The Life Blood of the Desert; Religion, Social, and Political Order in Mesopotamia and Egypt;
Hammurabi's Code; Egyptian Art and Architecture; Queen Hatshepsut and Ramses the Great; Trade: Expeditions to Exotic Lands; The Evolution of Early Language
Link: http://www.outreachworld.org/resource.asp?Curriculumid=1113
Eternal Egypt, A Guided Tour with Timelines, maps, and libraries
Produced by: Eternal Egypt
Regional Focus: Middle East, North Africa, Egypt
Intended Audience: General
Welcome to Eternal Egypt, which brings to light over five thousand years of Egyptian civilization. Eternal Egypt is a living record of a land rich in art and history, people and places, myths and religions. The stories of Eternal Egypt are told using the latest interactive technologies, high-resolution imagery, animations, virtual environments, remote cameras, three-dimensional models and more.
Link: http://www.eternalegypt.com
Five Pillars of Islam and the Muslim Holidays
Produced by: Council on Islamic Education
Regional Focus: Global
Intended Audience: Middle School/ High School
The word "lslam" is the name of a world religion, and means "being in peace by committing oneself to God." Followers of Islam, called "Muslims," practice their faith by following teachings found in the Qur'an (a holy scripture) and the Sunnah, or example set by Muhammad, the Prophet of Islam. The Hadith are a record of Muhammad's words and deeds, and provide information about the Sunnah. lslam is a "universal" religion, meaning that anyone may practice the faith, regardless of their ethnic, cultural, national or hereditary background. Anyone who accepts the creed and beliefs of lslam is considered
a Muslim, "one who seeks peace through submission to God." Muslims, like people of other faiths, strive to live a moral life and please God. "Seeking the face of God" is an expression often used to describe this lifetime goal. In order to fulfill this aspiration, Muslims carry out certain religious duties and acts that demonstrate commitment to God. These basic acts required of a Muslim are often called the "Five Pillars" of Islam.
The basic creed of lslam is that "There is no god but God" and "Muhammad is the messenger of God." This statement of belief is the first of the five basic acts or duties. The Five Pillars of lslam are:
(1) shahadah - to state belief in One God and the prophethood of Muhammad
(2) salat - to pray five obligatory prayers each day
(3) sawm - to fast from dawn to sunset during the month of Ramadan each year
(4) zakat - to pay obligatory charity each year
(5) hajj - to make the pilgrimage to Makkah once in a lifetime
Link: PDF File
The Garbage Villages of Mokattam
Produced by: Various
Regional Focus: Middle East, Egypt
Intended Audience: Elementary and Middle School
Unit about recycling in Cairo. This resource is primarily comprised of student readings, but does include some supplemental questions.
Link: http://www.outreachworld.org/resource.asp?CurriculumID=32
Harvard University Curriculum Kits
Produced by: Harvard Center for Middle Eastern Studies
Regional Focus: Middle East
Intended Audience: General
Website offers various kits ranging from activities geared towards explaining the culture of the Middle East (some kits contain traditional clothing, spices, etc.), to those who aim to explain Islam, and those who cover the history of various regions in the area.
Some kits include: The Cultures and Peoples of the Arab World, Ottoman Empire Curriculum, Islam in Central Asia Workshops Film Project, Islam through the Arts Culture Kit, World of Muslim Kids Workshops and Culture Kit
Link: http://cmes.hmdc.harvard.edu/outreach/curriculumplans/kits
Islam and the Secular State: Negotiating the Future of the Religious Law of Islam (Video)
Produced by: University of Illinois, Center for Global Studies
Regional Focus: Europe, Middle East, North America
Intended Audience: General
Video discussing Islam and the Secular State (1hr 46min). With speaker Abdullahi Ahmed An-Na'im
Link: http://cgs.illinois.edu/resources/webvideo/islam-and-secular-state-negotiating-future-religious-law-islam
Islamic Art- Lessons on Arabic script and geometric design
Produced by: Barbara Tocher
Regional Focus: Middle East, Egypt
Intended Audience: Middle School and High School
In this unit students will be given a brief background on Islamic Art. They will also be introduced to Arabic script and geometric arabesque design.
This is one of 6 units from the 2004 Egypt Seminar held at the Center for Middle East Studies at UC Santa Barbara.
Link: http://www.outreachworld.org/resource.asp?Curriculumid=1115
The Islam Project: Lesson Plans
Produced by: The Islam Project
Regional Focus: Global
Intended Audience: General
The world's fastest-growing religion, Islam embraces more than 1.2 billion worshippers of all races and ethnicities, on all the world's continents. It is a prominent force in the volatile geopolitics of the 21st century, one that plays an increasingly vital role in world affairs.
While there is no shortage of classroom materials on Islam, surveys of teachers suggest that there are few resources that penetrate the monolithic concept of Islam to present the extraordinary diversity found in the world's Muslim communities--diversity that is cultural, political, ideological, and even religious. Equally important, there seem to be few resources designed to help teachers answer students' questions, in the present political environment, about the nature of Islam and its role in the world in which they live. And finally, teachers have told us that they need materials to increase student sensitivity to, and understanding of, Islam as it is woven through America's rich multicultural fabric.
These issues are not confined to the classroom. All over America, Muslims and non-Muslims alike share these concerns. The Islam Project is conceived in part in the belief that accurate information, representing a spectrum of perspectives, is the most effective antidote to fear and misunderstanding.
The Islam Project is a multimedia effort aimed at schools, communities, and individuals who want a clearer understanding of this institution: complex, diverse, historically and spiritually rich, and--to many--mysterious and even forbidding.
The project comprises two PBS documentaries, a vibrant community engagement campaign, and an ambitious educational effort.
Link: http://www.islamproject.org/education/Lessonplans.htm
Message Bearers: Coins and Islamic History
Produced by: Harvard University
Regional Focus: Middle East, Egypt, Iran, Iraq, Jordan, Lebanon, Saudi Arabia, Spain, Syria
Intended Audience: Elementary and Middle Schools
This unit uses Islamic coins to teach Islamic history and introduce students to the Arabic language and includes illustrations and pictures of coins from various eras, ranging from 7th century CE to the 20th century CE. These illustrations are accompanied by descriptions and histories of the coins, regions they are from and relevant events. These coin descriptions and pictures are followed by a brief introduction to Islam and brief history of Muslim dynasties and rulers, including information on the context in which Islam arose.
The unit includes discussion questions for the readings, vocabulary activities, geography exercises, math activities and research projects.
Link: http://www.outreachworld.org/resource.asp?curriculumid=24
Middle East after World War One: Drawing Boundaries and Dividing a Region
Produced by: Mary Louise Williams
Regional Focus: Europe, Middle East, North Africa, Russia/East Europe, Western Europe, Armenia, Austria, Azerbaijan, Cyprus, Egypt, France, Germany, Hungary, Iran, Iraq, Israel, Jordan, Lebanon, Luxembourg, Russia, Saudi Arabia, Turkey, United Kingdom, United States
Intended Audience: Middle School and High School
A secondary unit for high school world history, American history and social studies classes.
This is an entire curriculum unit on teaching about the effects of World War One and the break-up of the Ottoman Empire on the Middle East. The unit includes:
Instructor/Educator guide, Lesson plans, Maps, Background information on the Ottoman Empire and the Arabian Peninsula, Simulation role playing games for in-class activities, Simulation rounds for in-class presentations
Link: http://www.outreachworld.org/resource.asp?Curriculumid=284
Monsoon Winds to the "Land of Gold"
Produced by: Kay Corcoran, Michele Delattre, Intended for Post-Secondary
Regional Focus: Africa, Asia, Middle East, South Asia, Southeast Asia, Bhutan, Cambodia, China, Cyprus, Djibouti, Egypt, Eritrea, Ethiopia, Greece, India, Indonesia, Iran, Italy, Malaysia, Oman, Tanzania, Yemen
Intended Audience: General
A complex integrated unit on the maritime spice trade from Southeast Asia to Rome during the period 100 BCE to 100 CE.
This well-organized unit on Monsoon Winds to the "Land of Gold": Maritime Spice Trade from Southeast Asia to Rome introduces students to the trading networks and geographic factors that influenced the maritime spice trade from Southeast Asia to the Roman Empire and Han China during the period 100 BCE to 100 CE. Students work in cooperative groups in a series of activities to learn how the ancient world was unified by this sea trade.
The material explores multiple aspects of the spice trade such as the great variety of herbs, resins, and prepared medicaments and cosmetics, and other traded products including precious metals, gems and fabrics; their uses in Rome, Egypt, Arabia, the Horn of Africa, India, Cambodia and Han China; and the evolution of Graeco-Roman knowledge of the geography of Africa and Asia.
This unit would be most effective if taught at the end of a year-long study of Ancient World History or as an introductory unit to the Age of Exploration. It presumes a basic knowledge of the major civilizations of the ancient world.
Link: http://www.outreachworld.org/resource.asp?curriculumid=171
Muslim Holidays (Lesson Plans)
Produced by: Council on Islamic Education
Regional Focus: Global
Intended Audience: Upper Elementary School / Middle School / High School
PURPOSE:These lessons are for upper elementary, middle and high school grades describe the basic acts of worship in Islam called the Five Pillars, their meaning, dimensions and cultural influences. They describe major and minor celebrations observed by Muslims, giving background and explanation of the two Islamic holidays, their origin, background and major features of their observance. The student readings tell what, when, why and how Muslims celebrate on these two occasions, and introduce the values behind the celebrations. The questions and activities engage other topics in the world studies curriculum and other subject areas. These lessons may be used near the date of an Islamic holiday or as an addition to standard units on holidays around the world, or in conjunction with basic units on Islam in world cultures and geography or world history classes.
OVERVIEW
There are two versions of the student text, one full version for middle school and high school or general readers, and one simplified version for upper elementary grades (4-6), students learning English, or mixed ability students. Both readings begin with an overview of basic information about Islam, and continue with a description of the five pillars, which covers beliefs and practices of the faith. The next topic is the three major observances that are universal among Muslim societies-weekly congregational prayer, and the two annual celebrations (at the end of the month of fasting and at the end of the hajj season). The full text also describes some lesser annual observances that are not universally practiced by all Muslims.
OBJECTIVES
The student will be able to:
- identify Islam as a world religion, and its followers as Muslims,list some basic beliefs of lslam,describe the "Five Pillars of Islam" and explain their basic meaning, explain how the five pillars have influenced Muslim culture historically and in contemporary times, describe the two annual Islamic celebrations, their background and customs involved in their celebration, (middle & high school) describe lesser observances that are practiced by some Muslim groups or as regional traditions
Link: http://www.cie.org/index.aspx
Nubian Culture
Produced by: Ms. Thanaa at Nubian Museum, Head of Education Department, Nubia Museum at Aswan
Regional Focus: Middle East, Egypt
Intended Audience: General
Although today we speak of "ancient Nubia," the name "Nubia" did not exist before the Middle Ages. The term seems originally to have come from the tribal name "Nuba" or "Noba", which first appears in historical texts in the second century BC. By the fourth century AD, they were dwelling on both sides of the river and had absorbed the declining kingdom of Kush, centered at Mero‘. They were converted to Christianity in the sixth century AD and formed first three, then two, Christian kingdoms that flourished side by side until the fifteenth century. These people gave their name to these kingdoms, which were called "Nubian.”
Link: http://www.numibia.net/nubia/education.htm
People and Place: Curriculum Resources on Human-Environmental Interactions
Produced by: Natalie Arsenault, Allegra Azulay, Rachel Meyer, Christopher Rose
Regional Focus: Africa, Asia, Central Asia, Eurasia, Latin America, Middle East, North Africa, Pacific Islands, Russia/East Europe, South Asia
Intended Audience: Middle School and High School
Inspired by Hemispheres’ 2004 Teachers’ Summer Institute, People and Place: Human-Geographic Relations, this curriculum unit was designed to address human adaptation to and modification of the environment. How have humans adjusted to life in extreme climates? To limited water resources? How have people affected their surroundings? How have solutions to geographical challenges damaged the natural environment? How has the use of fossil fuels increased the need to find renewable sources of energy? How has urbanization modified both land and air? Regional case studies were chosen to address these, and other, essential questions.
Each case study is complete unto itself, including activities that build social studies skills by incorporating primary and secondary sources, presenting information in a variety of formats (including graphs, charts, and maps), including varying points of view, and using mathematical skills to interpret social studies information. If time and interest allows, case studies can also be grouped to present global trends: energy use, water management, and waste disposal are among the cross-regional topics that appear in this unit.
Each case study should be completed in its entirety, and activities are presented in sequence. Learning activities build on one another, and the final assessment tasks require students to use information from each of the previous activities. While activities were designed to be used at the 6th grade level, they can be modified for use at other grade levels.
The introduction and individual case studies are available for download in Adobe PDF format.
Link: http://www.outreachworld.org/resource.asp?Curriculumid=629
People and Place: The Aswan High Dam: Egypt's Great Leap Forward?
Produced by: Christopher Rose
Regional Focus: Middle East, North Africa, Egypt
Intended Audience: Middle School
One of 12 lesson plans on People and Place: Human-Environmental Interactions
Students will understand that:
- -the construction of the Aswan High Dam has had both positive and negative effects on the physical environment in Egypt
- -the construction of the Aswan High Dam has both been an example of humans changing the environment in order to meet their needs and an example of the geography adapting itself in return
- -the issues involved in sharing and allocating water resources between nations and the variety of strains put on available water resources are complex
This lesson plan is one of a dozen related lesson plans available as PDF files in the People and Place unit by Hemispheres: The International Outreach Consortium of the University of Texas at Austin. The People and Place curriculum unit includes an introduction and standards alignment page
Link: http://www.outreachworld.org/resource.asp?Curriculumid=632
Protecting the Prophet: Understanding Muslim Reactions to the Danish Cartoon Controversy
Speaker: Lawrence Rosen
Produced by: Princeton University
Regional Focus: Middle East, Europe
Intended Audience: General
Link: http://cgs.illinois.edu/resources/webvideo/protecting-prophet-understanding-muslim-reactions-danish-cartoon-controversy
Tapestry of Travel: Contributions of Arab/Muslim Civilization to Geography and World Exploration
Produced by: Karima Alavi, Center for Contemporary Arab Studies, Georgetown University, Washington D.C.
Regional Focus: Middle East
Intended Audience: High School and Middle School
This informative teaching module gives a fact-filled exploration of the contributions of Arabs/Muslims from the 7th to 15th centuries in the fields of geography and world exploration. Interesting mini-biographies and inserts bring alive the facts surrounding the explorations and writings of the greatest luminaries of this exciting period in Islamic history. This monograph also includes an extensive suggested resource list and educational activities for teachers.
Link: http://www.sas.upenn.edu/mec/resources/freematerials
Understanding Migration
Produced by: Natalie Arsenault, Allegra Azulay, Rachel Meyer, Jordan Phillips, Christopher Rose
Regional Focus: Europe and Russia, Latin America, Middle East, Russia/East Europe, South Asia, Brazil, Egypt, India, Israel, Nicaragua, Pakistan, Russia
Intended Audience: Middle School and High School
Understanding Migration was conceived in response to numerous requests from educators and curriculum specialists concerning the presentation and discussion of issues related to human migration in the social studies classroom. What are the reasons that large groups of people have found themselves moving from place to place? What effects does this movement have? And most importantly, how can such a fluid and nebulous concept be presented in a classroom in an easy-to-follow manner with clear lesson objectives and outcomes? Regional case studies were chosen to address these, and other, essential questions. Where possible, we have used primary source documents to present the information in each case study.
A standards alignment chart for the Texas Essential Knowledge and Skills (TEKS) and the National Standards for Geography Education is included in the full version of the unit. Unless noted, all components are from the final version of this unit, published in September 2007.
Link: http://www.outreachworld.org/resource.asp?curriculumid=352
Understanding the Middle East through Geography and Demography
Produced by: Various
Regional Focus: Middle East, North Africa, Afghanistan, Algeria, Bahrain, Chad, Comoros, Djibouti, Egypt, Ethiopia, Iran, Iraq, Israel, Jordan, Kuwait, Lebanon, Libya, Oman, Qatar, Saudi Arabia, Sudan, Tunisia, Turkey, United Arab Emirates, Yemen
Intended Audience: Middle School and High School
A lesson plan for middle and high school social science courses. This lesson plan uses geography and demography to examine this important area. Students learn about the entire region by studying a sub-region in depth through small group, cooperative learning. Students are divided into six groups and each is assigned to a specific sub-region. They examine geographical and statistical data of their sub-region, apply it to the group's "working map," transfer information to a large class map of the entire area, then share through collaborative learning. Oil and natural gas resources are examined, but through case study and map analysis the more critical question of water enhances higher-level thinking skills as well as an appreciation of the differences and complexities within the entire area.
Link: http://www.outreachworld.org/resource.asp?curriculumid=285
US-Arab Relations (Video)
Produced by: University of Illinois, Center for Global Studies
Regional Focus: Middle East, North America
Intended Audience: General
Video discussing U.S. - Arab relations, with a focus on media, international relations, and journalism. Speaker Hafez Al Mirazi, Host of Al-Jazeera Television Talk Show, "From Washington." (1 hr).
Link: http://cgs.illinois.edu/resources/webvideo/us-arab-relations
Veiling in the Middle East
Produced by: Talal S. Hattar
Regional Focus: Middle East, North Africa, Egypt, Iran, Turkey, United States
Intended Audience: High School
Brief history of veiling in the Middle East and the United States. Multidisciplinary unit consisting of one lesson plan providing classroom discussion questions, activities, and a brief history of veiling in the Middle East and the United States.
Link: http://www.outreachworld.org/resource.asp?curriculumid=16
Quiz for Non-Muslims: ''Who are the Muslims?" (Handout and Answers)
Produced by: Wael Abdelgawad
Regional Focus: Global
Intended Audience: General
This fifteen-question quiz is designed to explore your knowledge of Islam and Muslims: how many Muslims are there in the world and in America, what do they believe, and what do they want or expect from the rest of the world?
Link: http://www.zawaj.com/knowledge/general/who_are_muslims.html
Who Speaks for Islam? A Teaching Guide for Who Speaks for Islam? What a Billion Muslims Really Think
Produced by: John L. Esposito and Dalia Mogahed
Regional Focus: Global
Intended Audience: Secondary School
Are we on the verge of an all-out war between the West and 1.3 billion Muslims? When the media searches for an answer to that question, they usually overlook the actual views of the world's Muslims. Who Speaks for Islam? is about this silenced majority. This book is the product of the Gallup World Poll's massive, multiyear research study. As part of this groundbreaking project, Gallup conducted tens of thousands of interviews with residents of more than 35 nations that are predominantly Muslim or have significant Muslim populations. Gallup posed questions that are on the minds of millions: Is Islam to blame for terrorism? Why is there so much anti-Americanism in the Muslim world? Who are the extremists? Where are the moderates? What do Muslim women really want? Grounded in Gallup World Poll data, not in contentious rhetoric, Who Speaks for Islam? brings data-driven evidence -- the voices of a billion Muslims, not those of individual "experts" or "extremists" -- to one of the most heated and consequential debates of our time.
Link: http://www.muslimwestfacts.com/mwf/110419/Who-Speaks-Islam-Teaching-Guide.aspx
Women in the Islamic World- University of Illinois speaker series (Speaker: Lynn Welchman)
Produced by: University of London
Regional Focus: Middle East, Global
Intended Audience: General
Link: http://atlas-real.atlas.uiuc.edu:8080/ramgen/globalstudies/spring2006/smil/gs20060329_welchman.smil