April 19, 2016

THE BASICSTopic: Islamophobia

Articles “OIC calls on Western states to combat Islamophobia” (4/16) (The Peninsular) “U.S. Justice department launches campaign against Islamophobia” (4/14) (The Arab American News) “The Most Important Article You will Read About Muslims and the Presidential Race” (12/22) (The

World Post) “Interfaith leaders urge political parties to reject Islamophobia” (4/14) (Religion News Service) “U.S. Security Chief: Islamophobia Similar to Red Scare” (4/8) (Opposing Views) “Anti-Muslim graffiti scribbled on Eastern Townships library exhibit” (4/17) (CBC News) “Confronting Islamophobia: CAIR speaker addresses truth and stereotypes” (4/8) (Brainerd Dispatch)

Questions to Consider What is Islamophobia? What is a phobia? What is Islam? Is it the fear of Muslims? Is it the fear of

Islam? Is it the fear of those who promote an extreme version of Islam? How does this distinction matter?

Is Islamophobia the correct term for hate for the Muslim community? Is Islamophobia a label that helps frame attitudes or is it a label that excuses bad behavior by

both Muslims and non-Muslims? How is fear of any group a block to understanding? What does “civic virtue” mean in the context of misunderstanding and hate? How do lack of jobs impact immigrant neighborhoods? How does fear of people different from

ourselves impact immigrants and immigration laws? What is Sharia law? How is Sharia law interpreted in 2016?

Why does fear of foreigners exist in the United States? How does this fear influence policy decisions?

How does the fear play out in elections? What is the U.S. Justice Department doing to combat Islamophobia? What did the framers mean when they inserted the “no religious test” language in Article 6,

Clause 3 of the U.S. Constitution? Is there a message for today? How does Islamophobia affect the rest of the world?

Is Islamophobia a threat to democracy? If so, why? What are the options for Muslims in the face of fear and hate from others? What other groups face unfair treatment? How did the September 11 attacks affect attitudes toward Muslims? What other events in

American history have accelerated fear of specific groups? (Think Japanese and World War II) What is the history of Islamophobia in the United States?

Why are diversity and tolerance important to a thriving society? Do news reports about ISIS influence attitudes towards Muslims? Should they? How might stereotyping assign characteristics to an entire group based on the actions of

individuals? What might be answers to combat Islamophobia and hatred of any group? Why is it important to combat Islamophobia? How does inclusivity benefit everyone?

THE EXTRASPre-teaching, Extensions & Further Reading

“The Origins of Islamic Law” (Constitutional Rights Foundation) “Defining ‘Islamophobia’” (Center for Race & Gender, UC Berkeley) “Islamophobia: Understanding Anti-Muslim Sentiment in the West” (Gallup) “Islamophobia is an American Tradition” (History News Network) “Sharia hysteria” (Islamophobia Network)

Lesson Plans

“Debunking Stereotypes About Muslims and Islam” (grades 6-12) (Teaching Tolerance)

What’s the Connection? Constitutional

“14 th Amendment” (Laws.com) “Islamophobia and Religious Intolerance” (9/13/14) (Hate Speech Watch)

Oregon “How Oregonians can combat Islamophobia: Guest opinion” (12/17/14) (The Oregonian)

Students “A Muslim College Student Gets Kicked Off A Southwest Flight After Speaking Arabic” (4/17)

(UPROXX)

Oregon State Social Science Standards8.21. Analyze important political and ethical values such as freedom, democracy, equality, and justice embodied in documents such as the Declaration of Independence, the United States Constitution, and the Bill of Rights. HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon form varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 5, Lesson 24: How does the Constitution protect freedom of religion? Unit 5, Lesson 26: How does the constitution safeguard the right to equal protection of

the law? High School, Level 3

Unit 3, Lesson 19: How has the Equal Protection Clause of the Fourteenth Amendment changed the Constitution?

Unit 5, Lesson 28: How does the First Amendment affect the establishment and free exercise of religion?

Unit 6, Lesson 37: What key challenges does the United States face in the future?