#CRIMES COMMITTED BY MUSLIMS HOW TO#

What are the levels of hate crimes committed against Muslims in the United States before 9/11?.Ask student to report their findings as part of a larger class discussion. Give students a few minutes to look at the table and answer the following questions. Share the definition of a hate crime from the list of vocabulary terms above. Divide students in to small groups and distribute the FBI hate crimes chart. To illustrate this point, ask students now to investigate the FBI hate crime statistics.ġ3. Tell students that for both Muslims and Muslim-Americans, 9/11 was turning point, where perceptions of them shifted dramatically in the wake of the attacks. According to Moghul, what was the challenge for Muslim-Americans after 9/11?ġ2.Why did he feel he had a responsibility to respond to the attacks?.After viewing the clip, ask students to respond to the following questions: In this clip, Moghul shares his 9/11 story and his immediate reaction to the attacksġ1.

#CRIMES COMMITTED BY MUSLIMS HOW TO#

Moghul is a fellow in Jewish-Muslim relations at the Shalom Hartman Institute, a frequent CNN contributor, and author of the memoir, How to Be a Muslim: An American Story. Play the clip below, excerpted from the 9/11 Memorial & Museum’s public program “How to Be a Muslim,” featuring Haroon Moghul. Americans of Middle Eastern and South Asian descent coped with the added worry of being perceived as terrorists based solely on their appearance.Ĩ. Even as many American hoped to return to “normal,” they confronted the dilemma of balancing concerns about safety and security with limitations on cherished freedoms. The shock and grief of 9/11 became part of the fabric of American life. Share the following background information about the cover: Conclude the inquiry by asking students what they think this cover says about the concerns of Americans of Middle Eastern and South Asian descent immediately after 9/11 and why.ħ.

When do you think this cover was published?Ħ.

Where do you think this cover takes place? What makes you say that?.

What is happening on the cover? What makes you say that?.

Who do you see on the cover? How would you describe this person based on how he is drawn? What makes you say that?.

Lead a guided inquiry with the class using the following questions: This can be done as a class or in small groups.ĥ.

Allow students one minute to look at the cover and write down or share what they notice. Project or distribute copies of The New Yorker cover, “What So Proudly We Hailed.” Click on the image to use the pinch-and-zoom feature for closer viewing.Ĥ. Tell students they will now look at an example that illustrates why attitudes changed and the consequences of that shift post-9/11.ģ. Remind students that 9/11 served as a moment that altered people’s perceptions of Muslim-Americans-or those perceived to be Muslim-based on visible identity markers.Ģ.

Review the concepts covered in the previous lesson, Muslims in America After 9/11, Part I, including stereotypes and cognitive shortcuts.

Crimes committed by muslims