Unit Launch
Across history, fear and national security have been used to justify the racial and religious profiling of Muslims and people perceived to be Muslim in the United States. Since the 1960s, the United States has witnessed a steady rise in violent incidents and policies that intimidate, harm, and exclude Muslim communities. As critical educators, we have a responsibility to actively confront and dismantle Islamophobia and anti-Muslim racism in our schools and classrooms. We therefore have designed this unit to help students better understand anti-Muslim racism, its historical antecedents, and its contemporary implications and consequences for Muslim communities across the United States.
The unit focuses on six essential questions to guide student learning on anti-Muslim racism. Part 1 introduces students to institutional racism and, more specifically, anti-Muslim racism. Part 2 examines the real-life impact of institutional racism on Muslim communities in the United States through art, poetry, and narrative. Parts 3 and 4 focus on the historical contexts that organize the myths fueling anti-Muslim racism today and prepare students to recognize and counter these narratives by enhancing their critical media literacy skills. Anchored by these understandings, Part 5 explores how anti-Muslim racism manifests itself in US foreign and domestic policies. Finally, Part 6 examines how students can respond to individual and systemic forms of racism.
Although the unit focuses on the experiences, struggles, and resistance of Muslims in the United States, it is not designed only for Muslim students. Rather, the emphasis on developing critical thinking skills, critical media literacies, and social activism are important for all students to learn. We do encourage schools serving Muslim students to teach this unit to create greater empathy and understanding of the struggles faced by members of our community.
Because the unit examines difficult issues, we encourage teachers to create classroom communities where students feel comfortable to share their honest feelings and emotions. Students are expected to understand racism and privilege as well as the real-life repercussions of anti-Muslim racism in the United States. Talking circles are a great way to let students debrief and process their thoughts and reactions after a particularly difficult lesson.
The unit is best suited for students in middle and high school but can be adapted for younger grade levels. If followed exactly, the unit takes two weeks, or ten class periods to teach. Most lessons include suggestions about alternative approaches, so teachers can choose what methods and materials work best for their students while still covering the same content. The Appendix includes a variety of resources for teachers to adapt and modify content for time, space, and student ability.
The unit focuses on six essential questions to guide student learning on anti-Muslim racism. Part 1 introduces students to institutional racism and, more specifically, anti-Muslim racism. Part 2 examines the real-life impact of institutional racism on Muslim communities in the United States through art, poetry, and narrative. Parts 3 and 4 focus on the historical contexts that organize the myths fueling anti-Muslim racism today and prepare students to recognize and counter these narratives by enhancing their critical media literacy skills. Anchored by these understandings, Part 5 explores how anti-Muslim racism manifests itself in US foreign and domestic policies. Finally, Part 6 examines how students can respond to individual and systemic forms of racism.
Although the unit focuses on the experiences, struggles, and resistance of Muslims in the United States, it is not designed only for Muslim students. Rather, the emphasis on developing critical thinking skills, critical media literacies, and social activism are important for all students to learn. We do encourage schools serving Muslim students to teach this unit to create greater empathy and understanding of the struggles faced by members of our community.
Because the unit examines difficult issues, we encourage teachers to create classroom communities where students feel comfortable to share their honest feelings and emotions. Students are expected to understand racism and privilege as well as the real-life repercussions of anti-Muslim racism in the United States. Talking circles are a great way to let students debrief and process their thoughts and reactions after a particularly difficult lesson.
The unit is best suited for students in middle and high school but can be adapted for younger grade levels. If followed exactly, the unit takes two weeks, or ten class periods to teach. Most lessons include suggestions about alternative approaches, so teachers can choose what methods and materials work best for their students while still covering the same content. The Appendix includes a variety of resources for teachers to adapt and modify content for time, space, and student ability.
UNIT overview
The unit focuses on six essential questions to guide student learning on anti-Muslim racism. Part 1 introduces students to institutional racism and, more specifically, anti- Muslim racism. Part 2 examines the real-life impact of institutional racism on Muslim communities in the United States through art, poetry, and narrative. Parts 3 and 4 focus on the historical contexts that organize the myths fueling anti-Muslim racism today and prepare students to recognize and counter these narratives by enhancing their critical media literacy skills. Anchored by these understandings, Part 5 explores how anti- Muslim racism manifests itself in US foreign and domestic policies. Finally, Part 6 examines how students can respond to individual and institutional forms of racism.
Although the unit focuses on the experiences, struggles, and resistance of Muslims in the United States, it is not designed only for Muslim students. Rather, the emphasis on developing critical thinking skills, critical media literacies, and social activism are important for all students to learn. We do encourage schools serving Muslim students to teach this unit to create greater empathy and understanding of the struggles faced by members of our community.
Because the unit examines difficult issues, we encourage teachers to create classroom communities where students feel comfortable to share their honest feelings and emotions. Students are expected to understand racism and privilege as well as the real-life repercussions of anti-Muslim racism in the United States. Talking circles are a great way to let students debrief and process their thoughts and reactions after a particularly difficult lesson.
The unit is best suited for students in middle and high school but can be adapted for younger grade levels. For example, we have included an appendix with leveled texts so the unit is more inclusive. If followed exactly, the unit takes two weeks, or ten class periods, to teach. Most lessons include suggestions about alternative approaches, so teachers can choose what methods and materials work best for their students while still covering the same content. Each lesson plan comes with its own appendix, which includes a variety of resources for teachers to adapt and modify content for time, space, and student ability. Lastly, we have created a Novel Supplement, which allows students to choose, read, and analyze a text related to the lives of American Muslims.
Although the unit focuses on the experiences, struggles, and resistance of Muslims in the United States, it is not designed only for Muslim students. Rather, the emphasis on developing critical thinking skills, critical media literacies, and social activism are important for all students to learn. We do encourage schools serving Muslim students to teach this unit to create greater empathy and understanding of the struggles faced by members of our community.
Because the unit examines difficult issues, we encourage teachers to create classroom communities where students feel comfortable to share their honest feelings and emotions. Students are expected to understand racism and privilege as well as the real-life repercussions of anti-Muslim racism in the United States. Talking circles are a great way to let students debrief and process their thoughts and reactions after a particularly difficult lesson.
The unit is best suited for students in middle and high school but can be adapted for younger grade levels. For example, we have included an appendix with leveled texts so the unit is more inclusive. If followed exactly, the unit takes two weeks, or ten class periods, to teach. Most lessons include suggestions about alternative approaches, so teachers can choose what methods and materials work best for their students while still covering the same content. Each lesson plan comes with its own appendix, which includes a variety of resources for teachers to adapt and modify content for time, space, and student ability. Lastly, we have created a Novel Supplement, which allows students to choose, read, and analyze a text related to the lives of American Muslims.
Understanding Racism
Lesson 1.1 In this lesson, students will examine individual and institutional forms of racism and the ways in which racism can be perpetrated. |
Lesson 1.2
In this lesson, students will draw parallels between the institutional racism experienced by other minoritized communities and Muslims in the United States. |
Impact of Racism
Lesson 2 In this lesson, students will learn about the social, economic, and emotional consequences of anti-Muslim racism. They will explore how the Muslim experience is diverse and varies depending on race, ethnicity, and background. |
Understanding History & Myths
Lesson 3.1 In this lesson, students will explore the dangers of stereotypes or myths which function as controlling narratives about Muslims and Islam. |
Lesson 3.2
In this lesson, students will explore the concept of Orientalism and connect the histories of colonization, anti-Blackness, and Orientalism to contemporary "us versus them" narratives. |
Understanding Anti-Muslim Racism in Media
Lesson 4 In this lesson, students will examine how anti-Muslim racism is perpetuated in the media through biased news coverage and stereotypical representation in film and television. |
Understanding Anti-Muslim Racism in Policy
Lesson 5.1 In this lesson, students will explore how anti- Muslim racism manifests itself in US foreign and domestic policies. |
Lesson 5.2
In this lesson, students will debate the benefits and drawbacks of local and national surveillance programs. |
Responding to Racism
Lesson 6.1 In this lesson, students will examine ways of responding to individual and institutional forms of racism. |
Lesson 6.2
In this lesson, students will learn how to counter institutional forms of anti-Muslim racism through allyship and youth-led organizing. |
Unit Assessment - Action Plan & Alternatives
The end-of-unit assessment is a way for students to showcase the knowledge they have learned throughout the unit. Encourage students to research and respond to issues they have noticed in their communities. We propose students create an Action Plan to address issues that Muslims in their respective communities may face.
Action Plan
Some alternative options to the Action Plan include:
Writing an Op-Ed/Newspaper Article
Creating a Concept Map
Critical Analysis Essay
Action Plan
- Students should pick an issue that they see in their school/community that impacts Muslims.
- Then they should decide on an Action Plan that will best address the particular issue they chose.
- Work with students to come up with options for an Action Plan (writing a letter, creating an Instagram page to boost awareness, posting flyers/posters around their neighborhood, conducting a teach-in, etc.). Encourage students to be creative and to utilize everything they have learned throughout this unit.
- Students should provide a justification for why they believe their issue is important and why their Action Plan is the best way to address it.
- Teachers can choose to assess this in whatever way works best for their particular class: an essay, concept map, poster board, etc.
- Then they should decide on an Action Plan that will best address the particular issue they chose.
Some alternative options to the Action Plan include:
Writing an Op-Ed/Newspaper Article
- Students write an opinion piece that could appear in a newspaper or journal using what they have learned in this unit.
- They should focus their writing as a response to the question: What are some of the unique struggles faced by Muslim communities in the United States? What can we do--as people, community members, and policymakers--to create change?
Creating a Concept Map
- Students create a cohesive concept map that incorporates all the information they have learned from the unit.
Critical Analysis Essay
- Students identify a biased media or pop culture piece. Students may also choose to critique other work, like the 2017 8th Grade Performance Task. (see Appendix).
- Students will complete a graphic organizer that asks them to draw on their knowledge of the unit.
- Students will write a critical analysis essay focusing on:
- How does the historical background relate to this incident?
- What controlling narratives have been drawn upon to create this piece?
- What forms of individual and institutional racism are at play here?
- Have people/organizations responded to these pieces? How?
Supplementary resources for all lessons can be found HERE.