High School
A virtual walking tour of the Nadrid era Alhambra Palace in Granada, Spain. It features 360 degree views and detailed explanations of the architectural and decorative features, and their significance. (Since Adobe Flash is no longer supported, install alternative Flash emulator Ruffles (http://ruffles.rs) to view the presentation.
About fifty beautiful manuscripts from Herat to Istanbul are featured in The Art of the Qur’an: Treasures from the Museum of Turkish and Islamic Arts exhibition. Celebrated for their superb calligraphy and lavish illumination, these manuscripts from the 8th to the 17th century—are critical to the history of the arts of the book. They were once the prized possessions of Ottoman sultans and the ruling elite, who donated their Qur’ans to various institutions to express their personal piety and secure political power. Each manuscript tells a unique story, which will be explored in this once-in-a-lifetime exhibition. A wonderful set of interactive teaching tools are featured–scroll down to find.
The Bible and Public Schools (99-F03) This pamphlet is similar to the Teachers Guide to Religion in the Public Schools, but it addresses the issue of using the Bible as content, and by extension other religious scriptures, in public school settings. Excellent for professional development use.
A Compilation of achievements and inventions made by early Muslims. It also includes short bios of famous Muslims in the US and around the world who made significant contributions in the social, medical, engineering, entertainment, sports, and other fields.
When and where did the first complete, coherent, and well organized system of medicine develop? Read this research paper to discover the fascinating accomplishment in medical care over 1000 years ago! From the National Library of Health. See also Parts I and II.
Hajar R. The Air of History Part III: The Golden Age in Arab Islamic Medicine An Introduction. Heart Views. 2013 Jan;14(1):43-6. doi: 10.4103/1995-705X.107125. PMID: 23580929; PMCID: PMC3621228.
Hanan al-Hroub, who works with children exposed to violence, wins a global prize for her significant contribution to children’s’ education.
PEW Forum on Religion & Public Life – Issues The PEW Forum has a new resource with interactive maps on global migration of religious groups–both in- and out-migration– entitled Faith on the Move at http://www.pewforum.org/Geography/Religious-Migration-exec.aspx. The PEW Forum has a report on Global Christianity with interactive maps and data, as well as information on Judaism in the US and other affiliations worldwide. The PEW Forum’s new 2010-2011 demographic report is The Future of the Global Muslim Population, including current data on a global as well as regional and country-by country basis. The executive summary, interactive maps and data tables is located at http://www.pewforum.org/The-Future-of-the-Global-Muslim-Population.aspx.
This activity helps students become familiar with key terms they will hear in the documentary film. Students will have a better grasp of the terms’ meanings and will therefore be able to understand the overall information provided in the film without being hampered by lack of familiarity with the terms.
Prince Among Slaves recounts the true story of an African Muslim prince who was captured and sold into slavery in the American South. After 40 years of enslavement, he finally regained his freedom, became a national celebrity, and dined in the White House. This is an incredible story about an incredible man who endured the humiliation of slavery without ever losing his dignity or his hope for freedom. Prince Among Slaves is based on the book by historian Terry Alford (1977) was conceived, designed, and executive produced by Unity Productions Foundation (UPF), and received substantial NEH planning and production funding in 2005 and 2006. The companion teaching resources help to contextualize the film and book in American history, as well as addressing contemporary issues of identity and migration.
This article offers a guide to public schools in their interactions and collaboration with religious institutions and community organizations. These guidelines focus on arrangements between public schools and religious institutions because of the special constitutional implications of those relationships. This focus is not meant to suggest that schools should only seek out religious institutions or that such institutions are preferred providers of assistance to public-school children. We urge schools to seek out a wide range of community organizations, religious and non-religious, without regard to their views on religious issues.