Attendees of Engaging Muslim Students in Public Schools now have the chance to earn college credit through Hamline University. Up to two Graduate Continuing Studies Education credits can be earned by taking the full 24-hour course for Engaging Muslim Students in Public Schools. This would mean an additional 18-hour commitment after taking the initial 6-hour training, which can be registered for by clicking here.
The additional course sessions would take place in Fall of 2020 with dates and times yet to be determined. Additional fees and payments to Hamline University for credits would apply. Please fill out the form below (click here to do it in Google Forms) if you are interested in learning more about this opportunity.
I get asked this question from time to time, so my brief response to it is below:
The button below links to student questionnaires for comprehension questions to accompany the reading of the The Grand Mosque of Paris.
Here are links to materials I have developed to teach about the topic discussed in the Historical Origins of the Ideology of ISIS blog series to high school students in the classroom. The materials have been developed with ESL in mind. They should be comprehensible to high school students of a WIDA level of 3 or higher.
Considerations for Teaching 20th Century Literature featuring Existentialist Themes to Muslim Students
So…how do you expect Muslim students to react when they read “God is dead”?
Historical Origins of the Ideology of ISIS and other Militant Groups Who Commit Terrorism in the Name of Islam - Part 6:
Suicidal bombing as a tactic and it's ideological justifications come from Marxist thinking. Islam protects innocents and non-combatants in no unambiguous terms.
An exploratory paper from my graduate coursework surveys research findings from an important niche area of ethnographic study.
This poem by a 10th grade Somali-American Muslim student illustrates a latent point
Let's delve into the complexity of effects this month will have on your Muslim students.