2. WHAT IS A MUSLIM?
“If you are a Muslim, Islam is your identity. You can be
a dutiful Muslim, or a sinful one, still your identity is
a Muslim. In order to be a Muslim, you have to
consider yourself to be a slave, and a servant of
Allah; accountable to His command and subject to
His will.”
– IslamiCity.com
3. CHARACTERISTICS OF MUSLIM
AMERICANS
Practice the religion of Islam
Live in America (immigrants, U.S. born, or converts)
Exist to serve Allah (God)
Follow six major beliefs in
One God
Angels of God
Books of God (Quran, Torah, Gospels, Psalms, Scrolls)
Prophets or Messengers of God
Day of Judgment
Divine Decree – whatever happens in life is Allah’s will
Level of commitment and practice varies (as with all
religions and ways of life)
4. CULTURE - BACKGROUND
Extremely diverse group from over 80 different
countries
Africans, Asians, Europeans, and Arabians
Predominantly African American
Common connection -- Islamic religious beliefs
People were created to worship Allah (God)
Strong sense of commitment to family and
community
Continually changing demographics due to high
rates of conversion to Islam in existing U.S.
population
5. CULTURE – FOUNDED ON RELIGIOUS BELIEFS
Acts of Worship Form a Way of Life
Declaration of Faith
Prayer
Charity
Fasting
Pilgrimage
Guiding principle for assimilation
“…everything in a culture is permissible except that which
is explicitly prohibited by Islamic teaching….”
(Husain & Ross-Sheriff, 2011, p. 362)
Many beliefs are consistent with Christianity and
Judaism
6. CULTURE – ISLAMIC VALUES
Peacefulness and charity are treasured
and practiced
Prayer is primary source of guidance
Men and women are deemed equal
Marriage and family are expected and valued –
strong allegiance to extended family and elderly
Education is paramount
Modesty is emphasized (dress and behavior)
Harm to one’s self is prohibited
(alcohol, drugs, some meats, gambling, greed)
Charity is promoted (2.5% tithing)
7. U.S. HISTORY – EARLY ARRIVALS
First Muslim explorers came to U.S. in 1100s
Most notable arrivals (approximately 10 million)
were part of the African slave trade in 1500s
Immigrants in 1900s came from
Palestine, Lebanon, and Pakistan – mostly
unskilled looking for work
Skilled professionals and students arrived in 1950s
looking for improved living conditions
Rise of Muslim communities and Islamic groups
Increase in Black Muslim representation
8. PRESENT DAY POPULATION GROWTH
Conversion to Islam accounts for significant growth
in Muslim American communities
Immigration continues through family
sponsorship, refugees, and government issued
lottery visas
9. POPULATION STATISTICS
1.57 billion Muslims worldwide
2.5 –10 million Muslim Americans (estimated – not
tracked)
65% of Muslim Americans are 1st generation immigrants
35% of Muslim American population born in U.S.
Two-thirds of Muslim American population came to
America after 1990
Arab countries, South Asia, Africa, and Europe
Population increasing due to third generation births and
conversion to Islam
Fastest growing religion in the United States
10. HISTORY - OPPRESSION
Oppression stems from U.S. relations with Muslim
countries and perceived connections to terrorism
Racism and bigotry also prevail, particularly if Black or
dark skinned
Culturally derived misconceptions exist about women
Post-9/11 struggles with harassment and bullying
Assimilation and peer pressure challenge youth
where modesty and American culture conflict
(music, dress, dating)
11. U.S. POPULATION CONSTRUCT
54% Male and 46% Female
Generally young, educated, and financially sound (many
are now third generation Americans)
Education and financial stats align with general U.S. population
41% have household income of $50,000 or higher
24% have college degrees
48% are between age 30-49
72% say religion is very important
Geographically dispersed throughout U.S. with heavy
concentration in cities on coasts
12. U.S. POPULATION CONSTRUCT CONTINUED
Political attitudes follow general American
population except where foreign policy is concerned
Despite practiced American patriotism, Muslims
face increasingly intense scrutiny and anti-Islamic
behavior
Concerns about mental health and substance
abuse due to dual identity (Muslim and American)
Not likely to seek treatment; turn to prayer
Privacy concerns
13. ELDERLY
Often immigrants, unskilled, and poorer
Highly respected
Typically reside with extended family
Access to health care is a concern since Medicare
and Medicaid cover nursing homes or long-term
care facilities, limiting coverage of care at home
14. WOMEN
Considered equal to men
Encouraged to receive an education and pursue
careers
Inspiration of children’s education and upbringing
Practice modesty; although styles vary
Exploitation, abuse, and oppression are not the
Muslim way, but rather byproducts of other cultural
practices.
15. YOUTH
Raised to be respectful and obedient
Particularly respectful of elders
Encouraged to become educated
Girls practice modesty (dress and behavior) and
are not permitted to date before marriage
Lead double lives with “American” friends and
“Muslim” friends
Subject to extreme bullying and peer pressure
16. BARRIERS TO EDUCATION
Education among men and women is strongly
encouraged
Greatest challenge for the Muslim American student
is bullying
Given the vast diversity within the Muslim American
community, additional challenges (racism ) exist due to
other cultural influences or circumstances.
Bullying often leads to depression and addiction
Allah is primary source of guidance
Not likely to seek help from social workers or health
care providers
17. STRATEGIES FOR TEACHERS
AND SCHOOLS
First, educate yourself…adults are often
the root cause of Muslim American bullying
Educate students about
Muslim American history, beliefs, and values
Middle East and Asia
History of Islam
Draw on prior knowledge
9/11 vs. Timothy McVeigh vs. Hitler
Leverage social media and technology
Bring in guest speakers to make it real
18. STRATEGIES FOR TEACHERS AND SCHOOL
Be Aware of Bullying
Know the signs
Actively address concerns
Create a culture of respect and tolerance
Acknowledge religious practices, holidays, and
prohibitions
Encourage discussions, questions, role playing and
debates on current events
Promote student advocacy
19. LESSON PLAN –
APPRECIATING ISLAM (INTRODUCTION)
Student Population: Grade 6 Catholic School
Students
Subject Area: Religion
Background: Strong understanding of Christianity.
Very little understanding of other religions. Strong
connection to events of 9/11 through media and
school. A fair number of family members are in the
military stationed in Afghanistan. Weak appreciation
of diversity.
20. LESSON PLAN – APPRECIATING ISLAM
(INTRODUCTION) CONTINUED
Objective: Raise student awareness of Islamic beliefs
and practices in order to foster an environment of
respect and tolerance and appreciation of diversity.
Activator: Collectively brainstorm a list of core beliefs
and practices in Catholicism. Next brainstorm a list of
what students know or believe about Muslims and Islam.
Introduction: Video introduction to Islam; Introduce and
describe (unveil) the six major beliefs, five major
duties, prophets, sacred texts, and “leadership” of Islam.
Discuss similarities and differences to Catholicism.
Activity: Students create a Venn diagram comparing
their Catholic beliefs and practices to those of Islam.
Students present diagrams and discuss prior
misconceptions.
Wrap Up: Summary video of Islam
21. LESSON PLAN – APPRECIATING ISLAM
(INTRODUCTION) CONTINUED
Extensions:
Continue to explore Muslim and Catholic comparisons in
a social context including
dress, music, foods, holidays, and prayer. Students
write about or role-play a common social situation they
experience and how it would differ if they were Muslim.
Discuss the impact of 9/11 on Muslim Americans.
Introduce students to anti-Islamic scenarios and discuss
bystander vs. upstander responses. Students role-play
different responses.
22. INTERNET RESOURCES
IslamiCity
Islamic American University
Islamic Society of North America
Muslim American Civic and Cultural Association
Muslim American Society
Muslims for America
Quran Institute
The American Muslim
The Straight Path Initiative
23. COMMUNITY RESOURCES
Mosques – A place of
prayer, socialization, celebration, and learning at
the community level
Islamic Schools – Community-based alternative to
public schools instilling Islamic values and
practicing Muslim ways of life
Muslim American Society – Local chapters provide
education about Islam, community service, and
activism
Islamic American University – Designed to teach
Islamic sciences and Arabic language to
undergraduate and graduate students
24. COMMUNITY RESOURCES
Scouting – working with the Girl and Boy Scouts of
America to teach the fundamentals of scouting and
provide a source of recreation and community
service
Quran Institute – Help Muslims to fully understand
the teachings of the Quran; primarily done in a
homeschool format online via Skype
The Straight Path Initiative – Aimed at 15-30 year
olds, focused on helping youth and young adults to
combat extremism and radicalism while developing
bicultural competence
25. SOURCES
A brief history of Islam in the United States. (n.d.). Retrieved from
http://www.colostate.edu/orgs/MSA/find_more/iia.html
Ahmad, I. (2011, November 20). Defining the American Muslim
identity. Retrieved from
http://www.islamicity.com/articles/Articles.asp?ref=IC1111-4931
Al-Disi, H. & Addams, J. (2003, November). The Zakat: An act of
charity, a tax and a tithe. Retrieved from
http://www.islamawareness.net/Zakat/tithe.html
Al-Heeti, R. (2007, May 11). Why nursing homes will not work: Caring
for the needs of the aging Muslim American population. The Elder
Law Journal, 15, 206. Retrieved from
http://www.lawonclark.com/pdfs/Al-Heeti.pdf
Auda, J. (2011, January 4). The role of the mosque. Retrieved from
http://www.onislam.net/english/reading-islam/understanding-
islam/worship/prayers/450408-the-role-of-the-mosque.html
Bryner, J. (2008, October 30). The truth about Muslims in America.
Retrieved from http://www.livescience.com/5157-truth-muslims-
america.html
26. SOURCES
Clock, G. (Ed.). (2008, December 18). Muslims in America – A
statistical portrait. In Being Muslim in America. Retrieved from
http://www.america.gov/st/peopleplace-
english/2008/December/20081222090246jmnamdeirf0.4547083.html
Hakim, S. (n.d.). Muslims teachers guide: Beliefs and daily lives of
Muslims. Retrieved from
http://www.pbs.org/wgbh/pages/frontline/teach/muslims/beliefs.html
Holcomb, S. (n.d.). Muslims in America: When bullying meets
religion. Retrieved from http://www.nea.org/home/42528.htm
Husain, A. & Ross-Sheriff, F. (2011). Cultural competence with
Muslim Americans. In D. Lum (Ed.), Culturally competent practice: A
framework for understanding diverse groups and justice issues (pp.
358-389). Belmont, CA: Brooks/Cole, Cengage Learning.
Numan, F. (1992, December). American Muslim history: A
chronological observation. Retrieved from
http://www.islam101.com/history/muslim_us_hist.html