In this lesson, students will examine US political cartoons to analyze reasons & justifications for the involvement of the US in the Philippines between 1898, when it was ceded by Spain at the end of the Spanish-American War, and Philippine independence in 1946.

Can peace be achieved in the Arab-Israeli Conflict? Construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while acknowledging competing views. Investigate how U.S. intervention has helped and hurt the peace process over the past 70+ years. Analyze the role of the United States in the Arab-Israeli conflict now and in the future. Contact the U.S. Secretary of State’s office to share your perspective on the role the United States should play in the region moving forward.

By looking at a case study in Spain, students will discover how economic and political incentives played a role in Muslim conversions.

By looking at a case study that focuses on southwest India, students will discover how economic incentives played a role in Muslim conversions, and how various degrees of political and economic tolerance worked to sustain Islamic practice amongst the population.

In this virtual workshop, educators will learn about key biblical women in Abrahamic religions across regions of the world, with special emphasis on the figure of Mary, from scholars distinguished in their respective fields. Segment 1: Women in the Hebrew Bible. Segment 2: Mary in Islam (across regions). Segment 3: Catholic Mary in Southeast Asia. Segment 4: Mary in Latin America. Segment 5: Pedagogy Discussion: How to Teach this New Content.

In this mini-unit, students will explore immigration and cultural diversity in Michigan by exploring several different immigrant communities in Southeast Michigan. They will engage with background readings, data analysis, and map work. Students then explore different immigration narratives in a jigsaw group format to introduce them to the diversity of immigrant communities in Michigan and deepen their understanding of push and pull factors for immigration.

This lesson is intended to be used after the students have finished reading the graphic novel Persepolis; however, it can be used as a stand-alone lesson when focusing on themes of migration or displacement of people from the Middle East.

In this unit students will be introduced to the geography of Jewish and Palestinian diasporas and artwork from each group that demonstrates how people who have experienced diaspora are preserving their cultures and reclaiming the narratives that have been told about them. The unit introduces students to the historical injustices of both global antisemitism and settler Zionism with an emphasis on understanding the experience of diaspora. The goal of the unit is for students to become acquainted with the diversity of groups that were forced into diaspora. A more complete understanding of the Israeli-Palestinian conflict is left for a future time. This content is most appropriate for 11-12 grade students who have completed World HIstory. It is ideal but not essential that students are already familiar with the Israeli-Palestinian conflict.

Many Western students encounter the veil as observers, whether in daily life, in popular culture, in films, and in books, but many have never learned about or observed the complexity and nuanced ways that veil wearing has changed over time. This lesson provides a brief overview of the types of veils, differing perspectives on the veil, the ways that stereotypes form, and the ways that women’s views of the veil are dynamic and changing over time.

This education toolkit contains a set of lessons that emerged from the research of graduate student researchers who presented their work at a 2018 symposium. Each of these researchers delved deep into specific case studies of politics and identity in the context of globalization, and then collaborated with an instructional designer to develop lesson plans directed at high school learners. Teachers can also use these lessons to introduce their students to a range of disciplinary literacy practices and analytical approaches.

This educational toolkit emerged out of a symposium with the objective to incorporate the concepts of race, ethnicity, and nationalism - and the ways they interact in the context of globalization and political conflict - into academic curriculum and teaching models at the university and K-12 school level. Beyond exploring issues of identity and nationalism, teachers can use these lessons to introduce their students to a range of disciplinary literacy practices and analytical approaches. Some of the lessons and included texts may need substantial scaffolding for high school students.

This lesson uses Palestinian art and poetry to introduce students to the process of reading a visual text in isolation, with background information about the artist, and in response to another text.

Applying skills of “Historical Inquiry” and “Historical Thinking Skills,” this lesson guides students through Mona Hanna-Attisha’s "What the Eyes Don’t See. A Story of Crisis, Resistance, and Hope in an American City," which reveals how government actions led to human suffering and fatality in Flint, Michigan.

This lesson uses the cultural element of food to help us understand our own cultures and cultural biases when presented with unfamiliar foods. This lesson includes a case study on the origins of hummus as a product of the geography of the region and also as a cultural expression.

The lesson introduces the complex issues of Middle Eastern migration to, and religions in, Latin America. The lesson explores the political, historical, and economic relationship between Latin America and the Middle East, delving into the concepts of diaspora, migration, asylum, and religion. The resources in this packet contain three primary components: ideas for designing case study lessons, a high school lesson based on a case study, and a middle school lesson based on a case study. The section on designing lessons can help teachers take content from the workshop and create their own materials and units of study. The lessons plans can help teachers begin to connect students to these issues more immediately, and are ready to be adapted and implemented in secondary classrooms.

This instructional unit invites students to conduct a comparative study of Palestinian and Native American experiences. Using literature and the visual arts, students will examine how Palestinians and the indigenous peoples of North America attempt to renegotiate their collective identity in the face of physical and political obstacles.

This webinar has been offered by the Center for Middle Eastern & North African Studies at the University of Michigan and by the Duke-UNC Consortium for Middle East Studies. It introduces participants to key issues and themes in Islamic art, including architectural interactions and the importance of ornament and Arabic-script calligraphy. This session also aims to dispel contemporary discourses about figural imagery, especially depictions of the Prophet Muhammad. Finally, we will discuss readings, pedagogical strategies, and online resources that can help teach Islam in a manner that aims to circumvent simplistic presuppositions and “otherizing” binaries.

This webinar has been offered by the Center for Middle Eastern & North African Studies at the University of Michigan and by the Duke-UNC Consortium for Middle East Studies. Relevant to high school curricula, this webinar explores ideas and strategies for using decisive moments in Middle East History to explore larger themes of World History including charisma, religious encounters, commerce, and geographical diversity.

This webinar has been offered by the Center for Middle Eastern & North African Studies at the University of Michigan and by the Duke-UNC Consortium for Middle East Studies. This session explores and demonstrates a variety of sensory approaches, many of which can be adapted to the virtual environment. Barbara Petzen leads participants in using new ways to understand the diversity of the historical and contemporary Middle East through images and film, sound, taste and smell, and tactile experiences.

This webinar has been offered by the Center for Middle Eastern & North African Studies at the University of Michigan and by the Duke-UNC Consortium for Middle East Studies. This session explores reporting on the MENA region and curricular resources that can be used to connect underreported news stories to the classroom. We outline ways to engage students in global issues through journalism, develop media literacy, encourage critical thinking about the MENA region, and connect with a journalist for a conversation about their experience reporting from the Middle East.