This is a teacher's guide with a lesson plan and a video. David Schanzer, associate professor of the practice at the Duke Sanford School of Public Policy University and director of the Triangle Center on Terrorism and Homeland Security, discusses the impact of September 11 on foreign relations, domestic policies, and American Muslims.
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In this lesson, students will engage in interactive exercises in the classroom and in the museum to better understand the history of the American Dream, how it applies to their own lives and the lives of Arab Americans. This lesson can be used in Social Studies classrooms as well as English classrooms discussing the theme of the American Dream.

In this lesson students will examine how society interprets race and ethnicity as a part of identity. In particular, how questions of race and ethnicity have impacted the Arab American community and early attempts to gain citizenship and eventually a separate census category.

Through this lesson, students will gain a greater understanding of the various challenges that Syrian
refugees face. Students will read excerpts from interviews with Sanaa Domat, a Syrian woman originally from Homs. Students will learn about her experience in both her native country and in her new host country. By using oral histories in the classroom, distant events will become more real and relevant to students. Oral histories were collected by students in a Refugee Lives interactive learning course at Duke University, and are part of the Refugee Lives Oral History Project, http://sites.duke.edu/arabiccommunities/.

Through this lesson, students will gain a greater understanding of the various challenges that Iraqi
refugees face. Students will read excerpts from an interview with Sufyan A., an Iraqi man originally from Baghdad. Students will learn about his experience in both his native country and in his new host country. By using oral histories in the classroom, distant events will become more real and relevant to students. Oral histories were collected by students in a Refugee Lives interactive learning course at Duke University, and are part of the Refugee Lives Oral History Project, http://sites.duke.edu/arabiccommunities/.

In this activity, students will be learning about Arabic countries in addition to European and South American countries. Also, practice asking and answering questions about various nationalities. Using feminine and masculine forms.Can-Do Statements:I can identify the names of Arabic countries.I can ask someone where they are from and say where am I from?I can use either feminine or masculine to describe my nationality.

This lesson plan is created for elementary classrooms to use cartoons and film to discuss stereotyping, or ultimately, to talk about how it feels to have people say things about you that are not true. Teachers are given detailed instructions on teaching students to identify details and implications of media images of “bad guys” and “good guys” while specifically examining Arab characters. Also provided is a robust list of activities to help students understand different aspects of the Arab American community through food, games, language and more.

In this lesson students will analyze the Arab American civil rights movement and be able to compare and contrast its main events, leaders, and major contributions to those of other civil rights movements, primarily, African American, Latina/o American, Native American, Asian American, LGBT+, Disabled/handicapped and the women’s movement.

In this lesson, students will be exposed to stories about children from different parts of the Arab world. They will ask and answer compelling questions about the children and their lives. They will also do research on the countries where these children are from and answer questions about their own lives.

Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.

Compare and contrast the different experiences of various ethnic groups in the United StatesApply theories of intergroup relations, race, and ethnicity to different subordinate groups

This is a teacher's guide with a lesson plan and video. The modern histories of the United States and Iraq are closely intertwined. Louis Yako, Iraqi-American poet, writer, and PhD candidate at Duke University, explores the relationship between the two countries in the context of the Iraq Wars.
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“The New Deciders” examines the influence of voters from four demographic groups—black millennials, Arab Americans, Latino Evangelicals and Asian Americans. Viewers will meet political hopefuls, community leaders, activists and church members from Orange County, California, Cleveland, Ohio, Greensboro, North Carolina and Orlando, Florida, all of whom have the opportunity to move the political needle, locally and nationally.

This is a teacher's guide to a video and lesson plan. Dr. miriam cooke, Braxton Craven Professor of Arab Cultures at Duke University, provides the historical context key to understanding why so many Syrians have fled their homes.

This is a teacher's guide that contains a lesson plan and video. The defeat of the Ottoman Empire in World War I in 1918 led to its final dissolution, shifting from empire to republic a few years later. In this 10-minute video, Professor Erdağ Göknar discusses contestations between colonialism, nationalism, and the Kemalist cultural revolution in Turkey.
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This is a 21st century lesson plan that encourages students to engage with social media and U.S. Civil Rights history along with activist movements in the present. This lesson plan can be placed in the context of US Civil Rights, Current Events, Historical/Contemporary Middle East, classes on race and power, general 20th century Social Studies, etc. Students will be able to comment on contemporary and historical civil rights issues while using social media to convey their perspectives, effectively creating new media in this new technological era,
empowering students to join conversations over the Twittersphere, etc., and also root their opinions in historical fact. This lesson is to be integrated with units about any of the following: Civil Rights Movement, Arab World/Middle East History, Human Rights, Immigration, Activism, etc. This works best after or during lessons on the U.S. Civil Rights Movement.

This unit is designed for upper elementary students. In this unit, students will read a picture book about an Arab refugee family that tries to escape a conflict in their country and head to Europe. Students will learn what it means to be a refugee and how a refugee differs from being an immigrant. Students will also learn how other countries have tried to help refugees and then examine what they would do to help a new refugee student.

This is a teacher's guide with a lesson plan and video. There has been much discussion about tensions between the United States and Iran. Dr. Charles Kurzman gives an overview of the complex relationship between the two countries.
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Within the last few years, the demographics of Barnard Environmental Science and Technology School has changed significantly. When I began teaching there four years ago, there was a large Multilingual (ML) population, but not enough to have a full-time ML teacher. The majority of the students who qualified for ML services spoke Spanish. In my first year of teaching at Barnard in 2017, the school began enrolling refugee families from Western Asia, primarily Afghanistan. Between 2017 and 2020 the number of students from Afghanistan rose exponentially, to the point where not only did the school administration make the original ML teacher full-time, but also decided to hire another full-time teacher, which is how I came to have my current job. As of 2021, very close to 50% of the ML students at Barnard speak Pashto, one of the languages of Afghanistan. Spanish is the second most spoken language, followed by Arabic.

I have been looking at the materials that the district has provided as well as what the school might be able to purchase in the future. Most of what I see for Newcomer and refugee students are textbooks explaining how to survive in a traditional American school. There are common phrases, basic English and many smiling faces. These textbooks can be useful, but they oversimplify or do not address the complexities of what it means to be an American, an immigrant or a refugee. They do not address how and why English came to be the language of this country or the racialized structure of U.S. society. They certainly do not touch on the role race (and racism) have in “English as a Second Language” education. By curating resources at various English language levels that positively affirm the identity of multilingual, immigrant, and refugee students, the connection to the content will become more meaningful. Allowing students to have an active role in curating the content and being able to tell their own stories will ensure that the narratives showcase their personal identity and present the message that they would like others to see.

Rationale: Oftentimes, ML students, especially Newcomers, are seen as being in a deficit because they do not know English or are still learning English. They are excluded from many in-class activities and assignments. I want to disrupt this assumption about ML students as not being able to understand concepts that may be more complicated or require analysis and higher order thinking skills, like racism and its effects on education. Instead, I want ML students to feel as though they can not only grasp the content, but contribute to a better understanding for everyone through authentic representation and sharing of their experiences, languages, and cultures.