One Nation Learning Guide: Liberty And Justice For All

Responding to a growing demand for global curriculum, Link TV (www.linktv.org), an independent television channel dedicated to presenting diverse international perspectives, is proud to launch the Global Link of World Educators (GLOWE) pilot initiative. The GLOWE project uses Link TV programming to develop global cultural understanding and media literacy. All media is delivered free of charge, online (www.linktv.org/teachers) or via DVD, and accompanied by standards-based, participatory learning guides. To contact us: [email protected]

One Nation – Lesson plan modules for grades 3-5, 6-8 and 9-12 LESSON #1: A COUNTRY OF IMMIGRANTS GRADES: 3-5 SUBJECT AREA: GEOGRAPHY, HISTORY LEARNING GOAL grades 3-5: How has immigration shaped our country?

LESSON #2: AMERICA’S PROMISES KEPT? GRADES: 6-8 SUBJECT AREA: HISTORY, CIVICS LEARNING GOAL grades 6-8: How does U.S. history reflect the promise of justice and equality for all? LESSON #3: A NATION CHALLENGED GRADES: 9-12 SUBJECT AREA: U.S. HISTORY LEARNING GOAL grades 9-12: Where do current misperceptions about Islam and Muslim Americans come from? How does current U.S. policy impact Muslim Americans?

Overview: This 4 minute video, produced by the One Nation organization, is a call for tolerance and citizen engagement. Pointing to discrimination and troubling perceptions of Muslims post 9/11, the film reminds viewers that the United States is a country of immigrants…and that today, as in times past, we must all work to ensure that our country fulfils its promise of liberty and justice for all. Prerequisite Knowledge: NONE

This lesson plan created by Jayeesha Dutta, co-director of Youth in Focus and cofounder of Mind Power Collective

LESSON #1: A COUNTRY OF IMMIGRANTS ELEMENTARY SCHOOL [GR. 3-5] SUBJECT AREA: GEOGRAPHY, HISTORY LEARNING GOAL grades 3-5: How has immigration shaped our country? MATERIALS NEEDED: Online media (http://www.linktv.org/teachers) computer with internet access, projector or SMARTboard, Map Handout, Fast Facts Handout (may need to be read aloud by teacher), markers, pencils. Access to computer; or dictionary, almanac and encyclopedia. TIME NEEDED: 2 CLASS SESSIONS, or 1 CLASS SESSION AND 2 NIGHTS HOMEWORK STEP 1: PRE-SCREENING HOMEWORK OR DO-NOW [45 minutes-1 hour] VOCABULARY: Ask students to define the following terms Equality, Freedom of Expression, Freedom of Religion, Immigrant, Immigration, Justice GEOGRAPHY: Find and label locations on the map handout On the map of world continents find and label Africa, Asia, Europe, South America, North America. STEP 2: VIEW “ONE NATION” DVD [4 minutes] SUGGESTED VIEWING HINTS: - As there is no narration to the video, students’ reading may be slower than screen time of many important messages. We suggest an adult narrate the words as they appear on the screen. - Ask students to take notes around any terms they don’t understand. STEP 3: Q & A: CONTEXT SETTING [10-15 minutes] ALLOW 5-10 MINUTES FOR QUESTIONS AND ANSWERS ABOUT FILM—TIPS: - You can read the Fast Facts sheet to the class before the Q & A. - You can use the Fast Facts sheet as a reference guide for the Q & A. - Go over all of the vocabulary words as review during this time. DISCUSS SOME, OR ALL OF, THE FOLLOWING QUESTIONS: - Who are immigrants? Why have people immigrated to the United States over time? - Do you know why your ancestors, or family, came to this country? - Do you know how and where your ancestors, or family, first came to the U.S.? - Where is Ellis Island and what is its role in our country’s history? - Who are recent immigrants to our country? - Which countries do Muslim American immigrants come from? Why do you think they have come to this country? - Why do you think Muslim American immigrants are sometimes treated badly?

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What do you think we can do to prevent this kind of treatment of our neighbors? What does freedom mean to you? What kind of freedom is important to you? What do justice and equality mean to you?

STEP 4: TRACING THE PATHS OF OUR ANCESTORS [15-20 minutes] STUDENTS TRACING THE PATHS OF THEIR ANCESTORS - Using the map handout, ask each student to trace the immigration path of his/her ancestors, pencil first, and go over their path with a marker. o Ensure they mark “starting point”/s and “ending point”/s. - If students aren’t sure where their families came from, help them think through and coach them into a general geographic area. If this proves difficult, just say, “OK, well then, let’s imagine your family is from _________.” - Once students have completed their maps, ask them to share their stories with a partner.

STEP 5: SHARING THE PATHS OF OUR ANCESTORS [10-15 minutes] GALLERY WALK Place all the students maps on the walls, or lay out on desks. Have students walk around with their partners and a notebook to document things they find interesting. - What do they SEE in these paths? - What do they THINK these paths might show? - What do they WONDER about these paths? FINAL CLOSING CIRCLE Most of our ancestors came here from distant shores and found America to be place of freedom to make their homes. How can we help our Muslim American friends, neighbors and fellow citizens have those same freedoms? EXTENSION: DOCUMENTING THE PATHS OF OUR ANCESTORS [WILL VARY] Have students go home and interview their family members to create an essay about their family’s journey to America. This could even include photographs, primary and secondary source research, or artifacts from their family’s journey to this country.

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McREL NATIONAL STANDARDS Grades K-4 History – Standard 5. Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
[Grade: 3-4] Level II, 3. Understands the experience of immigrant groups (e.g., where they came from, why they left, travel experiences, ports of entry and immigration screening, the opportunities and obstacles they encountered when they arrived; changes that occurred when they moved to the United States) Grades 3-5 Geography— Standard 3. Understands the characteristics and uses of spatial organization of Earth's surface
[Grades 3-5] Level II, 2. Understands the spatial organization of places through such concepts as location, distance, direction, scale, movement, and region

LESSON #2: AMERICA’S PROMISES KEPT? MIDDLE SCHOOL [GR. 6-8] SUBJECT AREA: HISTORY, CIVICS LEARNING GOAL grades 6-8: How does U.S. history reflect the promise of justice and equality for all? MATERIALS NEEDED: Online media (http://www.linktv.org/teachers) computer with internet access, projector or SMARTboard, Fast Facts Handouts, markers, pencils. Access to computer; or dictionary, almanac and encyclopedia. TIME NEEDED: 2 CLASS SESSIONS, OR 1 CLASS SESSION AND 2 NIGHTS HOMEWORK

STEP 1: VIEW “ONE NATION” DVD [4 minutes] SUGGESTED VIEWING HINTS: - You may want to point out the events for the timeline activity (below) as the images are on screen. Alternatively, you may want to show the video twice ~ once without any interruption, once asking students to speak up when they see instances of the timeline events. - Ask students to take notes around any terms they don’t understand. STEP 2: POST-SCREENING DISCUSSION [20 minutes] HERE ARE SOME SUGGESTIONS FOR A POST-SCREENDING DIALOGUE: What do you think the film means by “Promises not always fulfilled”? What are the promises? How has America kept its promises? How has it broken them? Who do you think is suffering from “unfulfilled promises” today? Why? What can we do about it?

STEP 3: POST-SCREENING HOMEWORK OR DO-NOW [45 minutes-1 hour] Ask students to create a timeline spanning 1900 to today, with a short description of the event and a personal reflection on the impact on American history. -

Women’s Suffrage World War II: Japanese Internment Assassinations of John F. Kennedy and Martin Luther King, Jr. Beginning of the Civil Rights Movement and passage of the Voting Rights Bill Passage of the USA Patriot Act

STEP 4: PROMISES KEPT: BEYOND THE HEROES (45 minutes-1 hour or homework) Ask students if they know any everyday heroes: Why are they important? Why don’t we hear more about them? Who do you know who is an everyday hero? Ask students to watch the following films: “Calligraffiti,” a 60 second profile of Seattle peace activist and artist, Brandon Blake, who works with Islamic calligraphy to build bridges between peoples. http://www.linktv.org/onenation2007/films/view/106 "Healing Our Community," tells the story of a free health clinic in Los Angeles started by UCLA Muslim students 10 years ago and serves mostly African Americans and Latinos in East LA. http://www.linktv.org/onenation2007/films/view/213 "The Teacher,” a 60-second short film profiling a physics teacher, who is Muslim, in a Dallas suburb. http://www.linktv.org/onenation/films/view/444 “The Green Blue Sea,” a profile of young Muslim scuba diver and budding environmentalist, living in southern California. http://www.linktv.org/onenation/films/view/384 “Tahani,” a profile of a young Palestinian-American spoken word artist who uses her voice to fight against injustice. http://www.linktv.org/onenation2007/films/view/208 “Most Improved Swimmer,” a young, female, Iranian immigrant struggles with her desire to swim in her college coed swimming pool. http://www.linktv.org/onenation/films/view/410

Have students select one film/person and write a reflection on why they think that person is an everyday hero, and how they think they, too, can be everyday heroes. The One Nation online film contest (www.linktv.org/onenation) includes a number of films that feature “everyday heroes.” To continue the discussion around civic engagement ("everyday heroes"), you can encourage students with computer/internet access at home or school to browse through the One Nation films.

McREL NATIONAL STANDARDS HISTORY: Historical Understanding Standard 1. Level III [Grade: 6-8] Understands and knows how to analyze chronological relationships and patterns Standard 2. Level II [Grade: 5-6] Level III [Grade: 7-8] Understands the historical perspective

CIVICS Standard 9. Level III [Grade: 6-8] Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy

LESSON #3: A NATION CHALLENGED HIGH SCHOOL [GR. 9-12] SUBJECT AREA: U.S. HISTORY, CIVICS LEARNING GOAL grades 9-12: Where do current misperceptions about Islam and Muslim Americans come from? How does current U.S. policy impact Muslim Americans? MATERIALS NEEDED: Online media (http://www.linktv.org/teachers) computer with internet access, projector or SMARTboard, Fast Facts Handouts, markers, pencils. Access to computer; or dictionary, almanac and encyclopedia. TIME NEEDED: 2 CLASS SESSIONS & 2 NIGHTS HOMEWORK STEP 1: PRE-SCREENING HOMEWORK OR DO-NOW [45 minutes-1 hour] Ask students to look up and define the following federal policies: Civil Rights Act of 1871, Fair Employment Act of 1941, Executive Order 11478[2], Civil Rights Act of 1964[3], Immigration and Nationality Services Act of 1965, Civil Rights Act of 1968, Civil Rights Act of 1991, Employment Non-Discrimination Act, Executive Order 13166, USA Patriot Act STEP 2: VIEW “ONE NATION” DVD [4 minutes] SUGGESTED VIEWING HINTS: - Ask students to take notes around any terms they don’t understand.

STEP 3: POST-SCREENING DISCUSSION [20 minutes] What do you think is the message of this film? From your homework, what policies do you think have helped in creating conditions for equality and justice? Which ones have hurt or hindered creating conditions for justice and equality? Which policies protect or limit the rights of Muslim Americans today? How does the USA Patriot Act affect civil rights of Americans in general, and Muslim Americans in particular? STEP 4: A NATION CHALLENGED: ACTION RESEARCH [HW & 2nd CLASS] REVIEW STATISTICS REVEALED IN THE FILM: -

45% of Americans view Muslims as violent. – Pew Research Center, June 2006

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39% of Americans favor requiring Muslims to carry special identification “as a means of preventing terrorist attacks in the U.S.” – USA Today/Gallup Poll, July 2006

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25% of Americans would support mass detentions of Muslims after another 9/11 – Newsweek, July 2007

A. ASK STUDENTS TO USE THE ABOVE STATISTICS TO CONDUCT AN INTERVIEW WITH THREE PEOPLE FOR HOMEWORK. Questions for interview can be written by students, or the following suggestions can be used: Remember to read the statistics to the person you are interviewing. You can also refer to the Fast Fact sheets during your interviews.
Why do you think people have such negatives feeling about Muslim Americans?
What have you seen on television about Muslim Americans (in the news, or on shows like “24”)? What role does the media play in creating or reinforcing misperceptions about Muslim Americans?
If you are not Muslim, what do you know about Islam and where did you learn about Islam?
How can we change people’s perceptions about Muslim Americans?
What will you do to help change people’s perceptions about Muslim Americans? B. ASK STUDENTS TO BRING BACK THEIR INTERVIEW “DATA” TO CLASS. Break students up into trios or quads to compare their interview data. Groups needs to come up with the following:
Common themes
Common solutions
Common commitments

C. HAVE EACH GROUP SHARE THEIR COMMONALITIES, DOCUMENT ON CHART PAPER OR BOARD.

D. FINAL REFLECTIVE CONVERSATION What are some changes we want to see in how Muslim Americans are treated? What can we do to encourage this change? How can we start right now?

For a collection of articles on the USA Patriot Act and civil rights, see: http://www.theamericanmuslim.org/tam.php/features/articles/civil_rights_and_the_patri ot_act/

McREL NATIONAL STANDARDS U.S. HISTORY Standard 28. Understands domestic policies in the post-World War II period Level IV [Grade: 9-12] Standard 29. Level IV [Grade: 9-12] Understands the struggle for racial and gender equality and for the extension of civil liberties Standard 31. Understands economic, social, and cultural developments in the contemporary United States CIVICS Standard 11. Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society Level IV [Grade: 9-12] 1. Knows how the racial, religious, socioeconomic, regional, ethnic, and linguistic diversity of American society has influenced American politics through time 2. Knows different viewpoints regarding the role and value of diversity in American life 3. Knows examples of conflicts stemming from diversity, and understands how some conflicts have been managed and why some of them have not yet been successfully resolved 4. Knows why constitutional values and principles must be adhered to when managing conflicts over diversity 5. Knows beliefs that are common to American political culture (e.g., belief in equality of opportunity; mistrust of power, as well as high expectations of what elected officials and government should do; the need to admit to faults or shortcomings in the society; the belief that social, economic, or political problems can be alleviated through collective effort) 6. Knows how shared ideas and values of American political culture are reflected in various sources and documents (e.g., the Bill of Rights, The Federalist and Anti-federalist writings, Woodrow Wilson's "Fourteen Points," Martin Luther King, Jr.'s "Letter from the Birmingham Jail," landmark decisions of the Supreme Court of the United States)