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CHAPTER 4 SCHOOLWIDE TOOL Discrimination and Hate Crimes Against Arab Americans The American-Arab Anti-Discrimination Committee (ADC) provides educational resources to help teachers increase their awareness of anti-Arab stereotypes, discrimination, and hate crimes. Below is a portion of one lesson plan, which can be found in its entirety, with exercises, from the source listed. The ADC also offers lesson plans about Kahlil Gibran, how students can overcome anti-Arab discrimination, and Arab culture and society. The resources can be found at http://www.adc.org/education/educational-resources/. LESSON PLAN Anti-Arab Stereotypes, Discrimination, and Hate Crimes Objectives • Students will learn to recognize stereotypes, discrimination, and hate crimes against Arab Americans. • Students will learn ways in which to dispel stereotypes and prevent discrimination and hate crimes against others, particularly the Arab-American community. • Students will have a broadened appreciation for the culture and accomplishments of the Arab- American community. Stereotypes: Images and Reality Discussion Questions: (Write student responses on the blackboard.) Stereotyping: • What is stereotyping? What stereotypes might you have about another ethnic or racial group? • Have you ever been stereotyped by someone? How did it feel? • Do you know of any stereotypes of Arabs or Arab Americans? Arab Americans: • What is an Arab American? • Do you know any Arab Americans? Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 15 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 4 SCHOOLWIDE TOOL Discrimination and Hate Crimes Against Arab Americans Continued from previous page Arabs in the media: • When you hear the word Arab what are the first things that come to mind? • What are the images of Arabs that we see most frequently on TV, in the movies, in books? Make a list of images and ideas which students associate with Arabs. • How many positive Arabs or Arab-American characters can students identify on TV, in movies? Key point: Media images of Arabs focus on the sensational, the violent and the picturesque. Not on normal life. Views of Arabs: • What does an “Arab” typically look like? • What does an Arab women look like? • Where do Arabs live? What do their homes look like? Arab World: • What is the Arab world? • Which countries are Arab countries? (Have the students name as many countries as they can.) • How is the Arab world different from the “Middle East?” Select several Arab countries. Ask students to tell what they know about each country • What makes them distinct? What do they have in common? • Do students have distinctive images of different countries? Emphasize the diversity in the Arab world: Rich and poor, urban and rural, traditional and modern, multiple religious, ethnic, and linguistic groups. Source: American-Arab Anti-Discrimination Committee (2015). Lesson plans. Retrieved from http://www.adc.org/ fileadmin/ADC/Educational_Resources/Lesson_Plan_-_Anti-Arab_Stereotypes__Discrimination__and_Hate_Crimes.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 16 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
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Page 63 and 64: process; learning a second language
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Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
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Page 75 and 76: CHAPTER 3 CLASSROOM TOOL Checklist
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Page 123 and 124: CHAPTER 4 RESOURCES Responsive Clas
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Page 127 and 128: CHAPTER 4 RESOURCES WestEd. (2014).
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Page 133 and 134: Processes and Strategies to Facilit
Page 135 and 136: Model and Support Parents’ Engage
Page 137 and 138: Stories From the Field: Four Blog P
Page 139 and 140: CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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