Context:
This unit was created for CI 3000, Learner Diversity,Spring 2007. It was created under the the advisement of Dr. Nancy Mamlin.

This assignment was designed to help future teachers know how to respond to children who may be of Arab American culture. The items that the assignment touched on was, current research regarding the population, common assumptions and stereotypes of the Arab American culture, recommended classroom practices to help these children with their education, books that represent the culture, accomplished people that are Arab American, and resource bank for the parents of the children.

Impact:
This assignment would be used for Arab-American children, in that teachers could use the recommended classroom practices to make their classroom a learning environment. Also the books that are found about the Arab-American culture can be used to share with the class, to help other students understand the culture of their fellow classmates. Lastly, after researching about the misperceptions of the Arab-American people, teachers can correct these false misperceptions that children may have about their Arab-American classmates.

Alignment:
This unit met the following North Carolina Standards for Elementary School Teachers:

Standard 14: Elementary teachers develop strategies to address topics that are controversial to diverse groups.

Indicator 1: Teachers understand and respect that families and communities may have diverse attitudes about the educational process.
In the research on relevant classroom practices it addresses how the Arab American's feel about education. By using this information, teachers can see why the families and communities believe the way that they do.

Indicator 2: Teachers promote the open-minded discussion of controversial issues by developing and using various strategies such as debates, use of data gathering and analysis for informed decision making, and recognition of bias propaganda. In the cultural report, data was found on common stereotypes of Arab Americans. This information could be used in a debate, where students have to do their own research on the topic by gathering data to support their side of the debate.

Indicator 3: Teachers guide students in developing rational solutions to controversial problems. I feel that the research that was done on common misperceptions and stereotypes, and recommended classroom development help met this goal. With the information found, teachers can use their knowledge of leading a discussion to a positive manner by backing up their words with data found about the Arab American culture. Teachers can also share the books with students about this culture, to help solve the controversial problems.

Indicator 4: Teachers explore multiple viewpoints and respect values consistent with a democratic community by recognizing and valuing the family roles in educating children of diversity. Many of the books found, The Stars in My Geddoh's Sky,Muslim Child: Understanding Islam Through Stories and Poems,Mystery Bottle, and The Space Between Our Footsteps would help teachers understand the roles that families play in the Arab-American children's life.

Indicator 5: Teachers discourage prejudice, derogatory comments and stereotypical perspectives by modeling and selecting bias free instructional materials. The books selected for the project, are bias free instructional materials that would be good to use in a classroom setting. Other students in the classroom would gain a positive image of the Arab-American culture.

Indicator 6: Teachers search for more effective means of educating all students in creating effective instructional goals, methods, materials, and skills that match the diversity of students. The culture report supported this indicator in that it has information about educating an Arab-American student, and how to best suit their needs. Also, the books in the research assignment and the activities would be suitable for any student no matter what their culture is.