Unveiling Islamophobia with Suad Bushnaq
LESSON VII
MUSLIM WOMEN, SHARI'AH, & HIJAB
60 MINUTES

OBJECTIVES:
  • To become aware of the status of women in Islam, and the many rights Islam granted them.
  • To learn to differentiate between cultural practices and Shari'ah law. This is a very important aspect to grasp. The oppression inflicted upon women by some so-called Muslim countries and families is NOT part of Shari'ah law and has no Islamic basis whatsoever. This form of oppression, such as honour crimes, female circumcision, and depriving women of their right to education is purely cultural, and is in fact committed by both Muslims and non-Muslims in the specific areas where it occurs.
  • To realize that the meaning of Shari'ah is 'the way', and to notice how due to media bias and lack of informed knowledge, the word Shari'ah has come to have a very negative connotation that sparks sentiments of fear amongst many non-Muslims.
  • To realize that many Muslim women wear the hijab or niqab despite their families' will, and that although what it represents to them might never be understood by others, their choice in doing so must be respected.
  • To understand that forcing a woman not to wear something is just as oppressive as forcing her to wear something.
  • To realize that the fact that only Muslim women are being target to all the debates and discrimination when nuns and Orthodox Jewish women are not is a manifestation of Islamophobia.
  • To understand the bias of mainstream media when covering issues that have to do with Muslim women.

LOCATION: Computer lab.

MATERIALS:
  • Computers and Internet access (one computer for a group of three students should be adequate)
  • Overhead projector
  • Personal Journals, pens or pencils

PROCEDURE:

6 minutes:
Show the two short videos on Women's Rights found at the following link: http://www.inspiredbymuhammad.com/gallery.php

10 minutes: 
Students log on to the Women's Rights page of the Inspired by Muhammad website, which is found at the following link: http://www.inspiredbymuhammad.com/womens_rights.php
  • Students silently read and take notes in their Personal Journal. 

3 minutes:
Show the first three minutes of the Laura Ingraham interview.
4 minutes:
Discuss the video:
  • How is Ingraham (the interviewee) defending her stance in why the burqa/niqab should be banned? 
  • Do her ideas about Islam and the treatment of women stem from an informed opinion based on Islamic texts, or is it based on her observation of a few Muslim men?
  • Can a few Muslim men represent Islam? Is making generalizations fair?

7 minutes:
Show the short film Hijab in Europe (final credits appear just before the seventh minute).
6 minutes:
Discuss the film:
  • Does the school principal have the right to coerce this student into taking off her hijab? Why or why not?
  • How would the school principal be perceived if she were forcing the student to wear a hijab?
  • Is there any difference between forcing a woman to wear the hijab and forcing her to take it off?
  • By whom is this student being oppressed? Her parents, religion, or school principal?
  • What is the message at the end of this film?

7 minutes:
Show the Susan Carland interview.
5 minutes:
Discuss the interview
  • What important points does Carland bring up?
  • Is Islam the only religion that asks women to dress modestly? What about nuns and Orthodox Jewish women?
  • Why aren't women like Susan Carland interviewed on Fox News?
  • Why don't mainstream media channels such as Fox News debate the attire choices that nuns and Orthodox Jewish women make?

4 minutes:
Show the Headscarf Activist in Turkey report.
5 minutes:
Discuss the report:
  • What strikes you as being different in this report?
  • Would such protests or such an activist be seen on channels such as Fox News?
  • Which type of Muslim women does mainstream media usually concentrate on?
  • Who is oppressing this woman? Is it her religion, husband, or country?
  • In what or whose name is she being oppressed?

3 minutes:
Show Muslim Women in USA video.
  • While students watch, distibute the Did Shari'ah Law Give Women any Rights handout which you can access below. Students need to use elements from it in their assignment.
  • Distribute their assignment rubric.
did_sharia_law_give_women_any_rights.pdf
File Size: 14 kb
File Type: pdf
Download File
After class activity:
Movie screening
  • Make an announcement that you will be showing the film Arranged during a time of your choice this week. Students get bonus marks for attendance.
  • You can rent this movie or buy it online.
  • Following is the trailer:


Assignment #6: Muslim Women's Rights PSA Grading Rubric

Assignment Instructions and Expectations:

NOTE: You will be given a demo on how to use a digital camera and create a PSA using iMovie next class. Take advantage of this week to think about issues you would like your PSA to tackle. 

  • Before you begin, search for photos of nuns, Orthodox Jewish women, and Muslim women who wear hijab in Google Images. Do any of the women in the photos or those you saw in class look sad or opressed? 
  • Create a one minute PSA using iMovie. Your PSA will comprise of a photo slideshow with music and/or sound effects and titles. 
  • You should use photos taken by yourself. 
  • Your PSA should tackle the issue of Women's Rights in Islam. You can choose to concentrate on a few of these rights, but should include at least one right from each of the categories listed in the handout Did Sharia Law give Women any Rights.
  • You must include hijab and the right to wear it 
  • Be creative in your photography, effects, titles, and choice of music. You can also have voice overs.
  • You are encouraged to take photos of Muslim girls or women you know. Be courteous in explaining why you are asking to have their picture taken, and make sure they give you full permission. 
  • You are also encouraged to take photos of Muslim women you don't know, as long as you courteously ask for their permission and fully explain why you are doing this. Make sure to thank them, get their email addresses and send them your PSA in a thank you email.
  • You should have an argument and your PSA should serve to support it. Think of ways you can achieve that.
  • You will be graded on creativity, accuracy of information, strength of argument, flow, and overall impact. 
  • Your PSA should also reflect an understanding of the issues facing Muslim women today, and you will be graded for that.
  • This is an individual assignment as is due in three weeks.
  • The PSA's will be screened in a Lunch Bag Seminar a week after the due date.
Mark Breakdown:   [This assignment is worth 20% of your grade]
Creativity

Accuracy of information

Strength of argument 

Flow

Overall impact

Reflects an understanding of issues facing Muslim women today.

3%

4%

5%

2%

2%

4%
Have fun, Be Create Live, and see you next class! 

HOMEWORK: