LESSON IX
DISCRIMINATION
60 MINUTES
OBJECTIVES:
LOCATION: Audio-Visual room, or any room that has an overhead projector with speakers, a computer, Internet access, and blinds.
MATERIALS:
PROCEDURE:
6 minutes:
Watch Hate Comes to Orange County
DISCRIMINATION
60 MINUTES
OBJECTIVES:
- To become aware of the various forms of discrimination Muslims of all nationalities are subject to
- To notice how American Muslims' loyalty to their country is always being questioned
- To realize the damaging effect this has on ordinary Muslims who just want to be able to practice their religion and lead normal lives
LOCATION: Audio-Visual room, or any room that has an overhead projector with speakers, a computer, Internet access, and blinds.
MATERIALS:
- Personal Journals, pens or pencils
PROCEDURE:
6 minutes:
Watch Hate Comes to Orange County
- While students watch, distribute the I Like Bin Laden article which you can access here:
i_like_bin_laden-islamophobia_unit_plan.pdf | |
File Size: | 31 kb |
File Type: |
5 minutes:
Discuss the video
5 minutes:
Students read the I Like Bin Laden article silently.
5 minutes:
Discuss the article
Discuss the video
- What is the event being attended by Muslims in this video?
- Do you think what the protesters are saying and doing is sane or logical?
- What in your opinion is driving their Islamophobia?
- Did you catch phrases such as Go Eat Sand? What other ignorant phrases were being called?
- In what way is this protest Islamophobic?
5 minutes:
Students read the I Like Bin Laden article silently.
5 minutes:
Discuss the article
- What was your first impression of this article? Did the title scare you?
- Do you think humour helps in conveying a message? Or does it weaken one's argument?
- Why do you think the author chose this title? How does this relate to the power of words?
8 minutes:
Watch the CBC television report
Watch the CBC television report
- While students watch, distribute The Forgotten Muslim Victims of 9/11 article, face down.
the_forgotten_muslim_victims_of_9.pdf | |
File Size: | 119 kb |
File Type: |
10 minutes
Discuss the report:
5 minutes:
Take turns reading the first page of The Forgotten Muslim Victims of 9/11 article.
5 minutes:
Discuss the article:
2 minutes:
Show the two CAIR videos
Discuss the report:
- Evan Sullivan responds to Raheel Raza's explanation to why she objects to the building of the mosque by saying "What a great answer". Does this reflect any bias on his side? And do you agree with Raza's argument?
- By defining herself as a moderate Muslim, how does Raza automatically define anyone who supports the building of the mosque? Is she right in doing so?
- Does Islamophobia and discrimination against Muslims occur only on behalf of non-Muslims?
- Zarqa Nawaz says 'Someone like me is accused of being Islamist'. Why does the word Islamist have a negative connotation? Who changed its meaning?
- In groups of two, discuss the answers of both Raheel and Nawaz. Do you think the Muslim Canadian Congress is representative of what the majority of practicing Muslims, like Nawaz, think and believe?
- Do you consider Zarqa Nawaz, the creator of a comedy series called Little Mosque on the Prairie, a terrorist?
- What is it that scares Nawaz?
5 minutes:
Take turns reading the first page of The Forgotten Muslim Victims of 9/11 article.
5 minutes:
Discuss the article:
- How are Muslims being discriminated against according to this reading?
- Do you think Raza and those who oppose the building of the mosque are aware of what you just read?
2 minutes:
Show the two CAIR videos
3 minutes:
Discuss the videos
2 minutes:
Show the two PSAs
Discuss the videos
- Why do you think these PSA's were made?
- Who is the target audience?
- How are we discriminating against these Muslim first responders in 9/11 by protesting against the building of a mosque near Ground Zero?
2 minutes:
Show the two PSAs
4 minutes:
Discuss the videos:
At the end of class:
Discuss the videos:
- Do you think these PSA's are successful? If so, what makes them so?
- Which one of these two did you like more and why?
- Between the four PSA's we just watched, which ones do you think appeal more to emotions? Which ones appeal more to logic and intellect?
- Do you think these attempts to counter Islamophobia are worthwhile?
At the end of class:
- Distribute the rubric for the final assignment.
Assignment #7: Islam & Islamophobia Mini Documentary Grading Rubric
Assignment Instructions and Expectations
Note: A demo on how to properly use a video camera will be given next class. You will also be shown how to upload your footage on iMovie and how to edit it. You have already been shown how to upload the final product on YouTube.
Note: A demo on how to properly use a video camera will be given next class. You will also be shown how to upload your footage on iMovie and how to edit it. You have already been shown how to upload the final product on YouTube.
- Begin by outlining what your documentary is going to be about. You know it should tackle Islam and Islamophobia, but how do you visualize it to be?
- Watch online mini-documentaries to get an idea of shots and montages you like. Take note of them and if you don't know how to execute them, email your teacher.
- Write a script. Consult the following step-by-step guide: http://www.desktop-documentaries.com/making-documentaries.html
- You have complete freedom in how you choose the final product to look like. Be as creative as you can!
- You still need to abide by the following guidelines: Your documentary must include aspects discussed in each and every one of the classes we took. For the lesson on Islamic Values, you must choose at least six out of the nine values to represent in your documentary.
- There are ten lessons in the Unveiling Islamophobia unit. Your documentary should reflect an understanding of each of these lessons, and should exhibit a fair representation of each one of them.
- The documentary should be around 10 minutes long. Up to 50% of its content can be unoriginal footage, as long as it is well-referenced.
- Your documentary should be informative, critical, and social justice oriented. It should also have a strong argument and convey it intelligently. Overall impact, creativity, and aesthetic choices will also be taken into consideration when grading.
Mark Breakdown: [This assignment is worth 30% of your grade]
Documentary includes aspects discussed in each of the 10 lessons
At least six out of the nine Islamic values presented in lesson IV are included
Documentary reflects an understanding of each of the 10 lessons, and exhibits a fair representation of each.
10 minutes long
No more than 50% of content is unoriginal footage
Well-referenced sources
Documentary is informative, critical, and social justice oriented.
Has a strong argument that is conveyed intelligently
Overall impact
Aesthetic choices
Creativity
At least six out of the nine Islamic values presented in lesson IV are included
Documentary reflects an understanding of each of the 10 lessons, and exhibits a fair representation of each.
10 minutes long
No more than 50% of content is unoriginal footage
Well-referenced sources
Documentary is informative, critical, and social justice oriented.
Has a strong argument that is conveyed intelligently
Overall impact
Aesthetic choices
Creativity
3%
3%
3%
3%
2%
1%
4%
3%
3%
2%
3%
3%
3%
3%
2%
1%
4%
3%
3%
2%
3%
Have fun, Be Create Live, and see you next class!
HOMEWORK:
No homework for this week! Finish your PSA's and start planning your documentaries!
No homework for this week! Finish your PSA's and start planning your documentaries!