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https://www.ted.com/talks/yassmin_abdel_magied_what_does_my_headscarf_mean_to_you?referrer=playlist-misconceptions_of_islam_and_mu

6-8.2.c - Students demonstrate and advocate for an understanding of intellectual property including copyright, permission, and fair use by including appropriate citation and attribution elements.

Student will meet the standard by completing a writing assignment and using 3 proper citation and attribution elements.

The students will watch the video in their computers and will write about their own unconscious biases using the video as one of their citations as well as citing 2 other sources from their own research.

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Yassmin Abdel-Magied: What does my headscarf mean to you?

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What do you think when you look at this speaker? Well, think again. (And then again.) In this funny, honest, empathetic talk, Yassmin Abdel-Magied challenges us to look beyond our initial perceptions, and to open doors to new ways of supporting others.

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https://artofislamicpattern.com/resources/educational-posters/

7.G.A.2- Draw geometric shapes with given conditions using a variety of methods. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Students will meet the standard by making their own geometrical drawings based on Islamic Patterns seen in mosques. The students will use the knowledge gained by the article to construct a pattern and make note of the shapes and conditions observed in their patterns.

The students will read a short article about the meaning behind the colorful and elaborated Islamic patterns and what every shape means. Then they will use this knowledge to draw their own Islamic Pattern inspired drawing using an array of shapes and symmetrical patterns. The student will make note of the different patterns and conditions used in their drawings.

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Taj-Al-Mulk North Dome (with 5-fold motif), Jameh mosque, Isfahan, built1088 (photo: R. Henry), alongside detail showing the path of Venus from James Ferguson's, Astronomy Explained Upon Sir Isaac Newton's Principles, 1799 ed., plate III, opp. p. 67.

Geometry - The Language of Symmetry in Islamic Art

by Richard Henry

Throughout the ages mystics & theologians have used geometry as a contemplative focus, as it enables the viewer a vision of the underyling order of both the cosmos and the natural world . The cyclical movement of heavenly bodies, which Plato described as the 'music of the spheres', finds its Earthly reflection in the natural symmetries found throughout nature and most strikingly within the world of flowers, the proportions of which are governed by simple geometric laws. The origin of the word 'cosmos' is adornment (from which we derive the modern word 'cosmetics') and the adornment of sacred buildings with both floral and geometric patterns makes the viewer sensitive to the subtle harmonies uniting the natural world around us with the cosmos.

In Islamic art the geometric figure of the circle represents the primordial symbol of unity and the ultimate source of all diversity in creation. The natural division of the circle into regular divisions is the ritual starting point for many traditional Islamic patterns, as demonstrated in the drawings below.

The pattern above (15 th century) from Yazd in Iran is derived from six regular divisions of the circle. From this a regular grid of triangles is established, on top of which the design is elaborated. Note how the complex tracery of pattern interweaves with the basic design which appears in white outline in the photograph above.

A family of geometric tiles (above), derived from the octagram (khatam - 8 pointed star) form a 'jigsaw' puzzle, which through different combinations can generate a myriad of stunning designs. These are typical of the ceramic cut tile pieces used in mosaics thoughout Morocco, where they are known as 'zillij' and Andalucia, where they are known as 'alicatado', from the early medieval period onwards. These shapes are still cut by hand in modern day Morocco.

In the Alhambra (14th C), Spain (above), geometric pattern is perfectly integrated with biomorphic design (arabesque) and calligraphy. These are the three distinct, but complementary, disciplines that comprise Islamic art. They form a three-fold hierarchy in which geometry is seen as foundational. This is often signified by its use on the floors or lower parts of walls, as shown in the image above.

The decorative elements deployed use a range of symmetries that have now been classified as belonging to distinct mathematical groups, but the subtlety and beauty of the designs is unparallelled in modern mathematical thinking.

Islamic designers used the full range of Archimedean tilings (comprised of simple polygons) first discovered by the Greeks, but added to and expanded upon these with extraordinary visual and spatial ingenuity. The pattern above (after Paul Marchant) is based on elements of medieval designs typically found in Cairo. Notice the pattern of underlying polygons: hexagons, triangles, squares, dodecagons. The underling tiling pattern is usually hidden beneath the final design, as if behind a veil, but the viewer is always given an intimation of the hidden order and this is part of what gives the designs their meditative power.

With a compass and ruler an Iranian master craftsman demonstrates a method for setting out a pattern which employs 10-fold radial symmetry. Note the construction of the decagram (10-pointed star). This is the key generative motif for Persian 'girih' patterns.

The four examples above show how to derive a range of classic motifs from the decagram (there are several more). These form the basis of 12th century Iranian 'girih' patterns, which have been linked to Roger Penrose's famous non-periodic tilings, i.e. patterns that can extend to infinity without regular repetition.

The pattern below is a cut tile mosaic pattern from the inside tomb of Persian poet Hafez in Shiraz, Iran. Note how the family of geometric 'girih' motifs derived from the decagram is variously deployed with great ingenuity across a curved surface in the design below.

Shiraz - Aramgah-e Hafez. Tomb of Hafez, tombstone placed by Karim Khan 1773. Octagonal pavillion added 1935 (photo: R. Henry).

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Introduction to Geometry | Art of Islamic Pattern

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Taj-Al-Mulk North Dome (with 5-fold motif), Jameh mosque, Isfahan, built1088 (photo: R. Henry), alongside detail showing the path of Venus from James Ferguson's, Astronomy Explained Upon Sir Isaac Newton's Principles, 1799 ed., plate III, opp. p. 67.

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Lesson 1- Influential/ Historical Individuals in the Civil Rights Movement 

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Lesson 1- Influential/ Historical Individuals in the Civil Rights Movement 

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https://www.pbslearningmedia.org/resource/americon-vid-muhammad-ali/video/

7.H3.4- 4 Explain the influence of individuals, groups, and institutions on people and events in historical and contemporary settings

Students will meet the standard by explaining the influence of Muhammad Ali in the Civil Rights Movement.

Students will watch a short video introduction followed by an article about his contributions then answer questions about the information presented.

The students will then be assigned into small groups to discuss some of his contributions and make a poster together to present to the class.

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Muhammad Ali | Boxer and Civil Rights Activist Video | PBS LearningMedia

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Muhammad Ali, considered one of the greatest boxers of all time, fought not only within the boxing ring but also as a vocal advocate for civil rights and other causes. Ali earned the world heavyweight championship three times, despite being banned from boxing for three years for his resistance to serving in the military which he felt served only White interests.

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https://www.nytimes.com/2019/02/05/science/chinese-new-year-lunar-calendar.html

Standard Cr.2- Organize and Develop Artistic Ideas and Work
The student will meet the standard by creating a calendar that commemorates Muslim Culture and their holidays.

The students will read the article to understand Islamic Holidays and why they are celebrated on different dates every year. To achieve this, the student will learn the differences of Lunar and Gregorian calendars. The student will then create their own calendar (in either form) to commemorate Muslim holidays as well as the holidays observed in their cultures. The students may choose from a variety of mediums to create their calendars.

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What Lunar New Year Reveals About the World’s Calendars (Published 2019)

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Rather than a scientific given, calendars say a lot about the history and cultural values of the societies that created them.

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Lesson 1- Environmental Factors in the Story

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Lesson 1- Environmental Factors in the Story

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7.RL.3- Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Student will meet the standard by reading a chapter at a time from this book and answering questions about the chapter.
Students will be assigned to read one to two chapter a week  for homework and answer a set of question regarding the characters and how their new environments affect their everyday lives.

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Editorial Reviews

Through Jude's eyes readers see firsthand what it is to leave behind one's beloved home and family as many refugees do every single day. Young readers will laugh with Jude, cry with her, and root for her every step of the way. A beautiful, powerful, and necessary book.

Aisha Saeed

Warga's middle-grade debut puts its hands around your heart and holds it, ever so gently, so that you're aware of your own fragility and resilience: just as Jude is while her life changes drastically... Other Words for Home should find its way into every middle-grade reader's hands.

ALA Booklist (starred review)

Other Words for Home is a gorgeously written middle grade novel with words that soar off the page. Told in stunning verse and featuring an effortlessly lovable narrator, this book will be a staple of middle grade shelves for years to come.

Rachel Strolle

★ 02/25/2019

Written in first-person free verse, this timely book traces the internal journey of a young Syrian refugee adjusting to a new home and culture in the U.S. When violence erupts near their seaside city, Jude and her pregnant mother flee to Cincinnati to stay with Jude's uncle and his family while her shopkeeper father and activist brother ("He is always talking about change") stay behind. In the U.S., Jude is warmly welcomed by her aunt and uncle but treated with cool indifference by her cousin, who abandons her at school, leaving Jude to navigate seventh grade in a new environment on her own. Jude struggles to fit in among students who "don't look like me," but she remembers her brother's parting words-"Be brave"-and finds comfort with her new friend Layla, whose parents are from Lebanon. Rhythmic lines distill Jude's deepest emotions-homesickness, fear when her brother enters a war zone, shock over prejudice in the U.S., and a sense of victory when she receives a speaking role in the school play. Warga ( My Heart and Other Black Holes) effectively shows, as she writes in an author's note, that "children who are fleeing from a war zone... want the same things all of us do-love, understanding, safety, a chance at happiness." Ages 8-12. Agent: Brenda Bowen, Sanford J. Greenburger Assoc. (May)

Publishers Weekly

Convincing and authentic, infused with thoughtfulness, humor, determination, and hope.... A realistic portrait of the strength it takes to move to a new country, as well as of the complicated dynamics between first- and second-generation immigrants.

Horn Book (starred review)

★ 04/01/2019

Gr 4-8-Twelve-year-old Jude lives in a coastal tourist town in Syria where many people go to get away. While Jude wants to become a movie star, her older brother, Issa, wants more from their future than the oppression overtaking their beloved country. As the tumult crawls closer to Jude's home, Issa yearns to join the revolution in Aleppo, Baba refuses to leave his seaside store, and Mama believes the safest place for Jude, herself, and the baby she is carrying is with Jude's Uncle Mazin and Aunt Michelle in America. Leaving a possible war behind is easy, but leaving Baba, Issa, and everything she knows is hard. Adjusting to life in Cincinnati alongside her less-than-welcoming cousin, Sarah, is almost as difficult, especially with school play tryouts looming and Jude feeling that a girl like her would never get, or even merit, the spotlight. With the help of her fellow immigrant classmates and new Arabic-speaking American friend, Layla, Jude adjusts to her new home and family while never forgetting what she left behind. Told in verse and divided into five sections chronicling Jude's flight from Syria and adjustment to America, this powerful middle grade novel explores the complicated concepts of war and corruption, home, family, belonging, and how, in Jude's own words, "It is strange to feel lucky/for something that is making my heart feel so sad." VERDICT Highly recommended for all libraries, this title will easily find a home next to books like Refugee by Alan Gratz and Inside Out and Back Again by Thanhha Lai.- Brittany Drehobl, Morton Grove Public Library, IL

School Library Journal

★ 2019-03-03

A story about war and displacement, resilience and adjustment.

Warga portrays with extraordinary talent the transformation of a family's life before and after the war began in Syria. Living in a tourist town on the Syrian coastline, Jude experiences the inequalities in her society firsthand. With the unfolding of the Arab Spring, her older brother, Issa, wants to join protests against the Syrian regime. The parents are in favor of staying out of it, but with news of a new baby and nearby towns turning into battlegrounds, Jude and her mother travel to join her uncle, a medical doctor, and his family in the American Midwest. Her free-verse narration cuts straight to the bone: "Back home, / food was / rice / lamb / fish / hummus / pita bread / olives / feta cheese / za'atar with olive oil. / Here, / that food is / Middle Eastern Food. / Baguettes are French food. / Spaghetti is Italian food. / Pizza is both American and Italian, / depending on which restaurant you go to." Jude, who has always loved American movies, shares her observations-often with humor-as she soaks everything in and learns this new culture. Only when she starts feeling comfortable with having two homes, one in Syria and one in the U.S., does a terrible incident make her confront the difficult realities of being Muslim and Arab in the U.S.

Poetic, immersive, hopeful. (Historical verse fiction. 11-adult)

Kirkus Reviews

Read More

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New York Times bestseller and Newbery Honor Book!A gorgeously written, hopeful middle grade novel in verse about a young girl who must leave Syria to move to the United States, perfect for fans of Jason Reynolds and Aisha Saeed.Jude never thought she'd...

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7.SL.1- "Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. d. Acknowledge new information expressed by others and, when warranted, modify their own views." (AZ ELA Standards)

The students will meet the standard by: Reading chapters from the book and being prepared to discussed the assigned reading in class the next day.
Students will: Read assigned reading from the book and prepare for a group discussion about the readings with their peers and teacher.
The students will have an opportunity to interpret the characters views, and understand different perspectives. The students will have an opportunity to generate their personal opinions and change them as they continue to navigate through the book.

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7.W.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well‐structured event sequences.

The students will meet the standard by working on a final project at the end of the book to write a personal narrative essay about a time when they felt like they had to "start a new life" or "start from zero" like the characters in the story did. Several examples will be given of applicable scenarios.

The student will write a well organized essay that includes an introduction, body, and conclusion about their narrative and how their situation resembles some of the feeling and experiences of the characters in our book. The student will begin by writing a draft and editing before final draft.

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https://www.ted.com/talks/bassam_tariq_the_beauty_and_diversity_of_muslim_life?referrer=playlist-misconceptions_of_islam_and_mu

https://www.aljazeera.com/gallery/2010/9/9/30-mosques-in-30-days

7.G1.1- Use and construct maps and other geographic representations to explain the spatial patterns of cultural and environmental characteristics.

Students will meet the standard by reading about Tariq Bassams journey around the US visiting different mosques that represent the diverse geographical origins of Islam.

Students will watch a brief introduction about Tariq's journey then follow their journey through photographs and descriptions from the author. The students will then create a map to track the spread of Islam through the globe.

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Bassam Tariq: The beauty and diversity of Muslim life

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Bassam Tariq is a blogger, a filmmaker, and a halal butcher -- but one thread unites his work: His joy in the diversity, the humanness of our individual experiences. In this charming talk, he shares clips from his film "These Birds Walk" and images from his tour of 30 mosques in 30 days -- and reminds us to consider the beautiful complexity within us all.

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https://www.pewresearch.org/fact-tank/2017/08/09/muslims-and-islam-key-findings-in-the-u-s-and-around-the-world/

7.SP4.3- Organize applicable evidence into a coherent argument.

The student will meet the standard by choosing a common misconception about Muslims and Islam and interpret the research provided to create an argument in defense of the Muslim and Islam community.

The student will read the assigned article and pick 2 misconceptions that are usually heard within their communities about the Muslim culture. They will then interpret the research and evidence presented in the article to create an argument in defense of the Muslim and Islam community. The student will use the research provided or conduct their own research to present their argument to the class.