FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
AC3FrameworkProjectsponsoredbytheAbdelkaderEducationProject
MiddleandHighSchool(Grades6-12)
TheAbdelkaderEducationProject(AEP)promotesculturalliteracy,civilityandrespectfulengagement
betweenallpeoplethrougheducationandoutreach.ItdrawsonEmirAbdelkader’slifestoryandvalues–
courage,integrity,intellect,humilityandcompassion–thattranscendcultureandfaithtraditions.
Moredetailsathttp://www.abdelkaderproject.org 2
[email protected]
ThiscurriculumisaneducationalProductoftheAbdelkaderEducationProduct(AEP).
AEPthanksthecollaborators,authors,andeditorsfortheirdedication.
Itisourhopethatclassroomteacherswillfindthisausefulandimportantproduct.
Formoredetails,[email protected]
CurriculumDevelopment:MarciaPowell,M.A.andKarlaDuff,LitWorldAmbassador
MaterialSupport:JohnKiser,AnnSchodde,KathyGarms,T.GregoryArgall,CherylToth
Editing:TamarMiller,M.P.A.andMarciaPowell
ABDELKADEREDUCATIONPROJECT(AEP)isa501c3non-profitorganizationthatpromotesculturalliteracy,
civility,andrespectfulengagementbetweenMuslimsandnon-Muslimsthrougheducationandoutreach
drawingonEmirAbdelkader'slifestoryandvalues–courage,integrity,intellect,humilityandcompassion–
thattranscendcultureandfaithtraditions.
2017Edition:Elkader,Iowa
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 3
[email protected]
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 4
[email protected]
Usingpiecesofthiscurriculuminyourclassroomordistrict?
Shareyourinsightsorstoriesbyemailingus,andwe’lladdyoutoour
mailinglistwhenwereleasenewideasorupdatestudentcontests.
http://www.abdelkaderproject.org
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 5
[email protected]
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity FOUNDATIONSOFCIVILSOCIETY:TOLERATINGANDACCEPTINGRELIGIOUSDIVERSITY
10
PROJECTGOAL/ENDURINGUNDERSTANDINGS
MAINFINALPRODUCT
PROJECTOPTIONESSENTIALQUESTION:HOWDOESTHELENSOFTOLERANCEANDACCEPTANCEAFFECTTHELIVESOFTHOSEWHOPRACTICEIT?
10
10
10
LESSONFORMAT
12
TIMEFRAME
KEYIDEA
BACKGROUND
ACTIVATINGPRIORKNOWLEDGE
PLAYLIST::SOURCEREADINGSANDVIDEOSFORC.L.O.S.EEXAMINATION
DISCUSSION
ACTIONANDRESPONSE
REFLECTIONQUESTIONS/JOURNALING
RUBRIC
12
12
12
12
12
13
13
13
14
ENGAGINGWITHTHESTORY:CLOSEREADING/VIEWING
15
LESSON1:ACCEPTANCEANDTOLERANCEINACIVILSOCIETY
17
KEYIDEA
SUBIDEAS
ACTIVATINGPRIORKNOWLEDGE
17
17
17
17
OPTION1:
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 6
[email protected]
OPTION2:
OPTION3:
PLAYLISTSFOREXPLORATION
SOURCEREADINGSANDVIDEOSFORC.L.O.S.EEXAMINATION
18
18
REFLECTIONQUESTIONS/JOURNALING
RUBRIC
18
18
18
18
18
19
19
19
20
20
21
LESSON2:UNDERSTANDINGBIASANDSTEREOTYPES
22
KEYIDEA
SUB-IDEAS
BACKGROUND
ACTIVATINGPRIORKNOWLEDGE
PLAYLISTSFOREXPLORATION
SOURCEREADINGSANDVIDEOSFORC.L.O.S.EEXAMINATION
22
22
22
22
23
23
23
23
24
24
24
25
26
26
26
26
CATEGORY:SOURCEREADINGS
CATEGORY:RELIGIOUSDIVERSITYISANOPPORTUNITYFORTOLERANCE
CATEGORY:RIGHTSOFWOMEN
CATEGORY:LEGALIZEDDISCRIMINATION/JIMCROW/RESISTINGAPARTHEID
ACTIONANDRESPONSE
::TECHOPTION
::NOTECHOPTION
CATEGORY:SOURCEREADINGS
CATEGORY:HISTORYANDBIAS
CATEGORY:SOCIALINJUSTICEANDPERCEPTION
ACTIONANDRESPONSE
::TECHOPTION(MIDDLESCHOOL)
::LOWTECHOPTION(MIDDLESCHOOL)
::NOTECH(MIDDLESCHOOL)
::TECHOPTION(HIGHSCHOOL)
::GROUPTECHOPTION(HIGHSCHOOL)
::NOTECHOPTION(HIGHSCHOOL)
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 7
[email protected]
REFLECTIONQUESTIONS/JOURNALING
RUBRIC
27
28
LESSON3:LEADERSHIPTOBUILDCIVILSOCIETY
29
KEYIDEA
29
SUBIDEA
29
BACKGROUND
ACTIVATINGPRIORKNOWLEDGE
PLAYLISTSFOREXPLORATION::SOURCEREADINGSANDVIDEOSFORC.L.O.S.EEXAMINATION
REFLECTIONQUESTIONS/JOURNALING
RUBRIC
29
29
29
30
30
30
30
31
31
31
31
31
32
32
32
32
33
LESSON4:LOGIC,BELIEF,ANDGETTINGALONG
35
KEYIDEA
SUBIDEA
BACKGROUNDANDSTANDARDSCONNECTION
ACTIVATINGPRIORKNOWLEDGE
35
35
35
36
36
CATEGORY:SOURCEREADINGS
CATEGORY:INTERFAITHLEADERSHIP
CATEGORY:NONVIOLENCE--DOYOUHAVEWHATITTAKES?
CATEGORY:CIVILRIGHTS
LEADERSHIPSKILLBUILDING
ACTIONANDRESPONSE
::TECHOPTION(MIDDLESCHOOL)
::GROUPTECHOPTION(MIDDLESCHOOL)
::NOTECH(MIDDLESCHOOL)
::TECHOPTION(HIGHSCHOOL)
::GROUPTECHOPTION(HIGHSCHOOL)
::NOTECH(HIGHSCHOOL)
CATEGORY:SOURCEREADINGS
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 8
[email protected]
CATEGORY:RELIGIOUSBELIEFS
CATEGORY:RELIGIOUSDRESS
CATEGORY:SOCIALPERCEPTION
ACTIONANDRESPONSE
36
37
RUBRIC
37
38
38
38
38
38
38
38
39
LESSON5:THEGOLDENRULE
40
KEYIDEA
SUBIDEA
BACKGROUND
ACTIVATINGPRIORKNOWLEDGE
RUBRIC
40
40
40
40
41
41
42
42
42
42
42
42
42
43
APPENDIXA:READINGSFROMTHEEMIRABDELKADER
44
::TECHOPTION(MIDDLESCHOOL)
::GROUPTECHOPTION(MIDDLESCHOOL)
::NOTECH(MIDDLESCHOOL)
::TECHOPTION(HIGHSCHOOL)
::GROUPTECHOPTION(HIGHSCHOOL)
::NOTECHOPTION(HIGHSCHOOL)
CATEGORY:SOURCEREADINGS
CATEGORY:UNIVERSALTRADITIONS
ACTIONANDRESPONSE
::TECHOPTION(MIDDLESCHOOL)
::GROUPTECHOPTION(MIDDLESCHOOL)
::NOTECH(MIDDLESCHOOL)
::TECHOPTION(HIGHSCHOOL)
::GROUPTECHOPTION(HIGHSCHOOL)
::NOTECHOPTIONS(HIGHSCHOOL)
THESEREADINGSAREGENEROUSLYPROVIDEDFORNON-COMMERICIALEDUCATIONALUSEBYJOHNKISER,THEAUTHOROFCOMMANDEROF
THEFAITHFUL(2008),HISWEBSITE,ANDTHEABDELKADERPROJECT.ALLOTHERRIGHTSRESERVED.
44
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org 9
[email protected]
THEBIRTHOFANISLAMICLEADER(LESSON1,2)
THEFIRSTEIGHTYEARS(LESSON1,3)
THEOLOGYANDTHEPROPHET(LESSON2)
PILGRIMAGE(LESSON2,3)
THEMONKSOFJESUS(LESSON3,4)
PEOPLEANDORIGINS(LESSON2,LESSON3,4)
THEFLYSWATTERINCIDENT(LESSON2,4)
WARASADISTRACTION(LESSON2,4)
PLUNDERANDOCCUPATION(LESSON2,4)
PREACHERANDTEACHER(LESSON2,4,5)
TRUEJIHAD(LESSON5)
46
47
48
49
50
52
53
54
55
57
60
APPENDIXB:THEABDELKADERSTAGEPROJECT
61
VIGNETTE1:LITTLEAB
VIGNETTE2:AGUARD’SREQUEST
VIGNETTE3:HENRIDUNANT
VIGNETTE4:ELECTION
VIGNETTE5:OURTOWN
VIGNETTE6:ALETTERFROMDAMASCUS
62
69
75
79
84
90
APPENDIXC:CONNECTIONSTOTHEC3FRAMEWORKANDSTANDARDS
95
DIMENSION1
DIMENSION2
DIMENSION3
DIMENSION4
NOTTHEENDOFTHESTORY(ADDITIONALRESOURCES)
95
96
97
98
99
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org10
[email protected]
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
"Wemustrememberthatanyoppression,anyinjustice,anyhatred,isawedgedesignedtoattackourcivilization."
-FranklinD.Roosevelt
ProjectGoal/EnduringUnderstandings
Themaingoalforthisprojectisforstudentstobetterunderstandtheideasofculturalreligiousdiversityinourdemocracy.Cultivating
knowledgeofworldreligion,exploringtheideaofbias,anddevelopingempathyinourstudents--particularlyJudeoChristianandMuslim
beliefs–isanimportantconnectionatthistimeinournationalexperience.
MainFinalProduct
Attheendoftheproject,studentsshouldhavesomeartifactthatispersonalandrelevanttothelearners.Projectsmaysharethemes,topic,
subject,andsources,butthedifferencewilllieinthelearner’sjourneytakenthroughtheunit.Studentsmustmakeaclaimaboutoneofthe
subthemescoveredintheunit,andsupporttheevidencewithrelevantdetails.
ProjectOptionEssentialQuestion:Howdoesthelensoftoleranceandacceptanceaffectthelivesofthosewhopracticeit?
Therearemanywaysthatstudentscanpresentthisinformation.Youmaywishtomanageoneformatforallstudentsorallowstudentsto
choosetheirformat.Aslongastheymeetthecontentrequirementsoftherubric,theproductisvariable.Projectopportunitiesinclude:
• YearlyessaycompetitionsfromtheAbdelkaderEducationProject
• VideocreationthroughNationalHistorydayortheAbdelkaderEducationProject
• ParticipationinaNationalHistoryDayproject
• ParticipationintheMyHeroproject
• Communitysurveyofreligiousorculturaldiversity
• WorkthroughsomeofthecasestudiesintheHarvardPluralismProject
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org11
[email protected]
•
.
Project-BasedLearning:Ifanewbusinessbrought150jobsthatwouldattractnewimmigrantstoyourcommunity,howwouldschool
needtochange?Considercalendars,culture,extracurricularrestrictions,ordiet,aswellascustomsforacceptablebehavior.Reachout
toothersinthecommunityoracrossdigitalboundariestohelpgatheryourinformation.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org12
[email protected]
LessonFormat
TimeFrame
Thelessonsaredesignedfortwotothreedaysperkeyidea,oratwelvetofifteendayunit.Thelengthinvolvedwilldependonthedepthof
exploration.Asummativeunitexperienceisprovidedtointegratethelearningofthefivekeyideas.
KeyIdea
Thecurriculumdevelopedhasfivebigideas,orthemes,thatcanbeusedaspartofcross-disciplinarycurriculumthatspiralsthroughouttheMS16curriculumdevelopment.Ideastobedevelopedmayuseavarietyofresourcesandviewpointstohelpassistteachersindeveloping
resourcesthatstudentscanuseinmultiplereexaminationsofthethemes.
Background
Thebackgroundideasprovidedincludethebasicdefinitionsandideasattemptedtobeconveyedinthecurriculumefforts.Itisusefulforthe
teacherstoknowthedefinitionsintended,butdefiningthewordsatthebeginningisnotrecommended.Instead,studentsareaskedtocreate
thedefinitionsaftertheplaylistexplorations.
ActivatingPriorKnowledge
Inorderforstudentstointerleaveknowledgeandreorganizeitasasuccessfulcognitivechunk,itisimportanttohaveaconnectiontoideas
alreadystoredinlong-termmemorytoallowthepotentialforcognitivedissonancetooccur.Activitiesarealsoorganizedinsuchawaytoallow
astudenttointeractwithengagingquestionsthathaverelevantexperiences.
Playlist::SourceReadingsandVideosforC.L.O.S.EExamination
Avarietyofresources,includingAEPresources,aswellasotherexamplesofthecontentinvolved,arelisted.Studentvoiceandchoiceshould
beusedwherepossibletoallowexplorationofmaterialsandpersonalizelearning.TheCLOSEtechniquecanbeusedwithwrittenorvisual
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org13
[email protected]
material,oranotherCLOSEreadingtechniquecanbeusedtogatherinformation.Threeormoreresourceswillgiveaspectrumofperspectives
onthetopic.
Discussion
Teacherandstudentsdiscusscontent,usingamixofsmallgroupsharinganddirectinstruction.Definitionsofbigtermsarearrivedatthrough
constructionofknowledgethroughideaspresentedintheCLOSEreadingsorvideo.Keyideasshouldbesharedwithstudentsatthispointin
thelesson.
ActionandResponse
Unlessotherwiseindicated,::Tech,::GroupTech,and::NoTechopportunitiesaredesignedtobeworkdonewithstudentsonamiddleschool
level.Someresources,duetotheirsensitivenature,aresuggestedforhighschoolstudents.Thesearesummativeprojectsdesignedtobeused
withtherubrictoseehowquicklystudentshaveabsorbedtheconcepts.
ReflectionQuestions/Journaling
Inordertoconnecttoideasstoredinshort-termmemoryandinterleavewithlong-termmemoryinamodifiedclump,metacognitivereflection
opportunitiesMUSTbeapartofthelessonplans.Ifthelessonplanisusedovermultipledays,reflectivecontentshouldbeusedtoclosethe
lesson,withselectquestionsbeingutilizedonmultipleoccasions.Whilewesuggestwriting6sentencesforeachprompt,studentsmightusea
differentlengthofreflection,ormightuseawebtoollikeVoicethread,Animoto,oranaudiorecordertorecordreflectivepromptsforaclass.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org14
[email protected]
Rubric
Asuggestedrubricisprovidedasacheckforstudentsandteachersattheendofthelessontocheckforgrowth,andcanbeusedonavarietyof
projects,oronquestionsrelatedtothekeyideasusingformativeorsummativeassessment.
Criteria
Unacceptable
Almost
Proficient
Exceptional
Distinguishes
Doesnotgive
Explainsthetwo
Explainsbothconceptscorrectly Explainsbothconceptscorrectly
between
examplesof
conceptscorrectly
andsupportswithpersonal
andsupportswithpersonal
acceptanceand
acceptanceor
andsupportswith
evidenceanddetails.Evidence evidenceandevidencefromthe
toleranceand
tolerance
evidenceand
fromthereading/viewingis
reading/viewing.
supportswith
details.Strugglesto alludedtointheprompt.
evidence.
connecttothe
personexploredin
theassignment.
Connects
Isunabletosee
Isabletoseeneed
Isabletoseeneedfortolerance Isabletoseeneedfortolerance
personal
howtoleranceand fortoleranceand
andacceptancetowardsothers andacceptance.Usesevidence
experienceto
acceptanceaffect acceptancetowards .Evidencefrom
fromreading/viewingtohelp
anotherhuman
personalactions.
othersinatleastone reading/viewingisbroughtinto supportnewunderstandings.
being(empathy)
prompt.
studentjournaling.
andestablishes
understanding
(relevancy)
Expresses
Isunabletovision Isabletoseethe
Isabletosuggestan
Isabletosuggestmultiple,
understandingof howothersare
intoleranceofthe
appropriate*alternativetoan
appropriate*alternativestoan
alternative
affectedby
reading/viewingbut observedintolerantbehavior
observedintolerantbehavior
solutionsto
intolerance.
doesnotsee
andsupportswithevidence.
andsupportswithevidence.
difficult
relevanceintheir
situationsina
ownlife.
civilsociety
*appropriatealternativestointolerancedonotincludeviolence
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org15
[email protected]
EngagingwiththeStory:CloseReading/Viewing
Closereadingisawaytocriticallyengagewithtext.Therearemanywaystoapproachthestrategy,butitisimportantthatteachersmodeland
activelypromotethestrategiestocreatecriticallythinkingreaders.
CloseStrategyProcess
1. Readonce
2. Readagain,focusingonthefollowingCLOSEideas.
OptionsforStudentstoConsiderorFillOutinNotes
CHECKINFORMATIONANDVALIDITY
Author/source
Visuals/Audio
Text
LINKTOCURRENTKNOWLEDGE
Whatdoyouknowaboutthisalready?
Whatvocabularydoyouneedtoknow?
ORGANIZEINFORMATION
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org16
[email protected]
Askcriticalquestions
Predict
Infer
SHARE
Notes/outline
Discussion/debate
Blog/conference
EXPLORE
WhatdoIneedorwanttoknow?
WherecanIfindthisinformation?
Howdoesitconnectwiththeoriginalsource?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org17
[email protected]
Lesson1:AcceptanceandToleranceinaCivilSociety
“Widedifferencesofopinioninmattersofreligious,political,andsocialbeliefmustexistifconscienceandintellectalike
arenottobestunted,ifthereistoberoomforhealthygrowth.”
―TheodoreRoosevelt
KeyIdea
Thejourneyfromtolerancetoacceptanceisapersonalone;andthejourneytakesplacewithotherpeople.
SubIdeas
• Noteveryonewillagreewithyourpointofviewallthetime,andyoudonotneedtoagreewitheverypointofview.
• Standingupforwhatyoubelieveinmaynotmakeyoupopular,butthat’sok.
• Opportunitiesfortoleranceexistinmanydifferentissuesacrosstheworld.
Background
Definition:tolerance-Youdon’tagree,butyoulistenandrespecttheopinionsofothers
Definition:acceptance-Youareabletowillinglyreceivetheviewpointofanotherbecauseitmakessensetoyou.
ActivatingPriorKnowledge
Option1:
Abeginningdiscussionordiscussionformcanbeusedtogatherpreconceptionsaboutthedifferencesthatexistinyour
classroom.(Hint:Formsorpapercopiescanhelpthosewhoarenervousaboutspeakingaloudtohavestudentvoice.)
Considergraphingdata,data-sharingwithotherclasses,orcollaborationwithotherclassesonthewebtoseevariedperspectivesofresponses
tosuchasurvey.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org18
[email protected]
Option2:
Pair-sharebrainstorm.:Ifyouarefearfulinthepresenceofapersonorgroupofpeople,aretherewaystotestwhetheryouareinthepresence
ofrealdangerorwhetheryourfearindicatessomelevelofintolerance?
Option3:
Whiteboardbrainstorming:Whatdoesyourownreligiousbackgroundlooklike?Whatcustoms,relationships,rituals,ormusicdoyouuse?
PlaylistsforExploration
SourceReadingsandVideosforC.L.O.S.EExamination
CATEGORY:SOURCEREADINGS
SeeAppendixforSpecificAbdelkaderReadings.TheEmir,fromthetimehewasachild,interactedwithawidevarietyofpeoplewithvarious
religiousbeliefs.Asachild,AbdelkadertraveledwithhisfatheronanextendedtriptotheHajj.Asanadult,hisworkasaunifierofhispeople
andasanAlgerianfreedomfighterleadhimtolearnmoreaboutthecustomsandbeliefsoftheFrench.Inhislaterlife,Abdelkaderactedina
mannerthatrespectedbeliefsofotherreligions.
Category:ReligiousDiversityisanOpportunityforTolerance
Elkader,Iowa,andtheAbdelkaderprojecthttp://www.adbdelkaderproject.org
MuslimsInOurCommunityhttp://ourmuslimneighbor.org/
Hereisanexampleofwhatreligioustolerancecanlooklikeincivilsociety--toleranceandacceptancecomingalive.
http://www.twofaithsoneprayer.com/may-3-prayer.html
Category:RightsofWomen
WISE-Women'sIslamicInitiativeinSpiritualityandEqualitywww.wisemuslimwomen.org
StruggleforWomen'sSuffragePrimarySourceSethttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/womenssuffrage/pdf/teacher_guide.pdf
MyNameisMalala
MahaElghanaidi,IslamicNetworkGroupwww.ing.org
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org19
[email protected]
MalalaYousafzaiNobelPeacePrizeSpeechhttp://www.youtube.com/watch?v=MOqIotJrFVM
Category:LegalizedDiscrimination/JimCrow/ResistingApartheid
PersonalJourneyofNelsonMandelahttp://bit.ly/2kzv48d
DesmondTutuSpeaks
WithoutForgiveness,ThereIsNoFuturehttp://www.youtube.com/watch?v=H_YgEcm6
ActionandResponse
::TechOption
Usehttp://www.breakyourownnews.com/orothertowriteasimplesummaryoftoleranceoracceptance,orlackofit,inthenews.Highlight
opportunitiesthatindicatetoleranceoracceptanceoftheissues.SharewithyourinstructoronaGoogleDocorotherformat.Writea
paragraphunderthegraphicexplainhowhowthisconnectstooneofthepeopleyouexploredandtheirvisionoftoleranceoracceptance.Use
4-6sentences.
::GroupTechOption
Writealistof5tweets(140charactersorless)thattellaboutwhatyouhavelearned.Makesurethefollowingareincluded.
• anissueoftoleranceoracceptanceyouexplored
• acomparisonoftworesources
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org20
[email protected]
•
•
•
adefinitionthatwillhelpsomeoneunderstandhowtoleranceandacceptancearedifferent
includea#hashtagononetwotweets
findacommonissueinthenewsthatdealswithtoleranceoracceptance
::NoTechOption
Createaposterorgraphicthatexplainsanunderstandingoftolerancevs.acceptance.Writeaparagraphunderthegraphicexplainhowhow
thisconnectstooneofthepeopleyouexploredandtheirvisionoftoleranceoracceptance.Use4-6sentences.
ReflectionQuestions/Journaling
Pleasewrite6sentencesforeachprompt.Utilizecapitalizationandpropergrammar.
1. Describeatimeinyourlifewhereyoufeltacceptedornotaccepted.Supportthisideawithatleasttwopiecesofevidence.Explainhow
yourexperienceconnectstothepersonyouexploredintheclosereadingexperience.
2. Welearnfromourmistakes.Describeatimewhenyouwerenottolerant,andhowyoucouldactdifferentlyifithappenedagain.
3. Nooneispopularallthetime.Giveanexamplefromthemediawhohasstoodupordonesomethingthatdividedpublicopinions.Did
peoplerespondwithtoleranceeveniftheydidnotagreewithaposition?
4. Howshouldsomeoneapproachafriendorfamilymemberwhoisactinginanintolerantmanner?Useanideafromthislesson.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org21
[email protected]
Rubric
Criteria
Distinguishes
between
acceptanceand
toleranceand
supportswith
evidence.
Notacceptable
Doesnotgiveexamples
ofacceptanceor
tolerance
Almost
Explainsthetwo
conceptscorrectlyand
supportswith
evidenceand
details.Strugglesto
connecttotheperson
exploredinthe
assignment.
Isabletoseeneedfor
toleranceand
acceptancetowards
othersinatleastone
prompt.
Connects
Isunabletoseehow
personal
toleranceand
experienceto
acceptanceaffect
anotherhuman
personalactions.
being(empathy)
andestablishes
understanding
(relevancy)
Expresses
Isunabletovisionhow Isabletoseethe
understandingof othersareaffectedby intoleranceofthe
alternative
intolerance.
reading/viewingbut
solutionsto
doesnotsee
difficultsituations
relevanceintheirown
inacivilsociety
life.
*appropriatealternativestointolerancedonotincludeviolence
Proficient
Explainsbothconcepts
correctlyandsupportswith
personalevidenceand
details.Evidencefromthe
reading/viewingisalludedto
intheprompt.
Exceptional
Explainsbothconcepts
correctlyandsupportswith
personalevidenceand
evidencefromthe
reading/viewing.
Isabletoseeneedfor
toleranceandacceptance
towardsothers.Evidence
fromreading/viewingis
broughtintostudent
journaling.
Isabletoseeneedfor
toleranceand
acceptance.Usesevidence
fromreading/viewingtohelp
supportnewunderstandings.
Isabletosuggestan
appropriate*alternativeto
anobservedintolerant
behaviorandsupportswith
evidence.
Isabletosuggestmultiple,
appropriate*alternativesto
anobservedintolerant
behaviorandsupportswith
evidence.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org22
[email protected]
Lesson2:UnderstandingBiasandStereotypes
Weshouldn'tjudgepeoplethroughtheprismofourownstereotypes.
QueenRaniaofJordan
KeyIdea
Weallhavebiasesandgeneralizeaboutpeopleorgroupsofpeople.Unrecognizedbiasesandstereotypicalthinkingcanleadtounconscious
attitudesandbehaviorsthataresometimesharmful,notonlytoothers,butalso,toourselves.
Sub-Ideas
• Whileyoumayhavepersonalbiases,stereotypesusuallygetinthewayofproductivedialogue.
• Recognizingpersonalbiasisanindicatorofgrowthinheartandmind
Background
Def:bias-individualpreference
Def:stereotype-biastowardsagroupofpeoplethatmayormaynotbereflectiveofindividuals
ActivatingPriorKnowledge
Begindiscussionsinthesafetyofsmallgroups.StartbysharingthedocumentorhandingoutcopiesofaMiddleSchoolKnapsacktogroupsof
3-5students.Askeachstudenttopickoneortwoquestionstofocusupon.http://bit.ly/2kU55vq
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org23
[email protected]
PlaylistsforExploration
SourceReadingsandVideosforC.L.O.S.EExamination
CATEGORY:SOURCEREADINGS
SeeAppendixforSpecificAbdelkaderReadings.InordertounderstandthelifeofAbdelkader,itisnecessarytounderstandhisroleinhisfamily,
theroleoftraditionalfamiliesinAlgeriainthemid-1800s,andcolonialism.TheEuropeanworldwasworkingtoexpandtheirterritoriesto
regionsacrosstheworld,andFrancewascolonizingAlgeria.Biasesarose,includingthemindsetthattheWesternworldwassuperiortotheway
otherpeopleslived,worked,andstudied.Prejudicesthatoccurredincludeddisregardingthereligionoftheoriginalpeople,theirclothingand
marriagecustoms.ThedesireoftheEmir’speoplewastolivetheirlivesaccordingtotheircustoms,ratherthanhavingoutsidersdictatechoices
tothem.Suchbiasandprejudicecontinuestodayintheworldbasedonpersonalprivilege,skincolor,religion,gender,andethnicbackground.
Category:HistoryandBias
HistoricalAlgeriaofthe1800shttp://bit.ly/2lVAFuu
NewsBiasafter9/11(Muslims)http://webarchive.loc.gov/legacy/*/cair-net.org/
DangersofLegitimizingBigotryhttp://ourmuslimneighbor.org/rev-richard-cizik/
TheUglyAmericanhttp://bit.ly/2m91O9i
Discussion:
WhatshouldbeservedasanAmericanmenutoaguest?
WhatisAmericanfood?
WhatisnotanAmericandish?
WhoisdefinedtobeanAmerican?
AmericanBiasComics
• BigTakeawayshttp://bit.ly/2lYma5Y
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org24
[email protected]
•
•
Mappedbystatehttp://bit.ly/2lVBN1o
Ignorancehttp://bit.ly/2lu43qG
SchoolhouseRock-''TheGreatAmericanMeltingPot''https://youtu.be/5ZQl6XBo64M
Category:SocialInjusticeandPerception
SkinColorDenial(EleanorRooseveltsourceletter)http://bit.ly/2l6xbnf
JapaneseIntermentCamps:http://www.dayofremembrance.org
JapaneseStrugglesAfterPearlHarborhttp://bit.ly/2kKihQ9
TheLunchDate(PerceptionStudy)https://youtu.be/epuTZigxUY8
Questions:
1.Whatdoesthelocation,clothing,time,anddiningestablishmenttellyouabouttheculture?
2.Whatistheperceptionorreactionofthewoman?
3.Whatistheperceptionorreactionoftheman?
4.Howwouldthisstorybedifferentifitwereretoldtoday?
UnderstandingPrejudicehttp://bit.ly/2m8UPgK
ActionandResponse
::TechOption(MiddleSchool)
GettingPersonal-Tackkwebpageandpresentationtooldesignedtohelpyoucreateastrongseriesofvisualimagesthatwillhelpyouto
understandthecultureofacountryanditsinhabitants.Thisisanimportantpiecethatcanbeusedforaconversationaboutbiases.For
example,therearesomepeoplewhobelievethatNativeAmericansintheUnitedStatesarealike.Inreality,thereare500nations,ortribes,
eachwithspecifictraditionsandvalues.Understandingwhatothersvaluecanhelpustoseebeyondstereotypes.
SampleProjectDirectionshttp://bit.ly/2llbbUf
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org25
[email protected]
ReachouttoanotherclassonTwitterorSkypeandpredictwhattheirlifeislikeusingtheirinformationtag.Followupyourpredictionswithan
interview.
::LowTechOption(MiddleSchool)
WriteyourownprivilegesurveyusingForms.Turnitintoabit.lylinkorotherweblinkshortener,andthenaskpeopleyoutrust,oranotherclass
oflearnerstotakeaprivilegequiz.Graphyourresultsandcomparetosomeofthebiasesyourowngroupatthebeginningofthisunit.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org26
[email protected]
::NoTech(MiddleSchool)
CreateaCollageofcommonbiasesandstereotypesfoundinadvertisinganddescribeWHYyoubelievetheyexist.Trytodecideiforwhena
generalizationisausefulwaytosellproducts,andexplainyourrationaletoothers.
::TechOption(HighSchool)
Exploreandcreateacomicthatdiscussesprejudice,stereotypeand/orbiastoshareapointofviewcurrentlyinthenews.Sharewithyour
instructoronaGoogleDocorotherformat.Writeaparagraphunderthegraphicexplainhowthisconnectstooneofthepeopleyouexplored
andtheirvisionoftoleranceoracceptance.Use4-6sentences.
::GroupTechOption(HighSchool)
WatchanepisodeofaMuslimcomedylikeHalalIntheFamilyorAllAmericanMuslimandlookforcommonNorthAmericanstereotypesfound
hereorhere.
Createanessayorslidepresentationthataddressesthefollowing:
• Whatisanissuethecharacterfacesintermsofbias,stereotypesorprejudice?
• CompareacharactertoatleastthreecommonstereotypesofAmericanstoseeiftheyfit.Howmanyofthosesamestereotypesfityou
andyourlife?,
• Explainhowhumorisusedtodealwiththeideaofprejudiceorstereotypesintheepisode.
• Whatisonebiasthatyounoticedaboutyourselfasyouwatchedthisepisode?
• Writeatwo-sentenceplotsummaryoftheepisode,anddecideiftheplotisrealistic.DoesthisreallyhappeninAmerica?
::NoTechOption(HighSchool)
Lookthroughmagazinesandfindexamplesofstereotypesorprejudicein5-10differentads.CitethemagazinesourceanddetailsWHOisthe
victimofstereotypeorprejudiceandWHYyoubelievethisisso.Atwhatpointdoesageneralizationtipoverintoabias?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org27
[email protected]
ReflectionQuestions/Journaling
Pleasewrite6sentencesforeachprompt.Utilizecapitalizationandpropergrammar.
1. Describeyourcommunityorneighborhoodandthegeneralizationthatsomeoneinanotherlocationmighthaveofyourlife.Whatdo
peoplethinkaboutyou?Whatwouldbeacommonstereotypeorbiasthattheymightexpectiftheyweretodescribeyouwithoutseeing
you.Explainhowyourexperienceconnectstothepersonyouexploredinoneoftheclosereadingexperiences.
2. Therearemanycartoonsorfilmsthatusehistoricallyusedstereotypesandbiasintheirexplorationofhumorandplotlines.Thinkofa
mediaexampleandidentifywhatgeneralizations,stereotypesorbiaseswerepresentintheplot.
3. In2013,womenmade78centsforeverydollarthatamanmade.Explainhowbiasorprivilegemayimpactsuchearnings.Abd
4. Throughouthistory,peopleofdifferentreligionshavebeenstereotypedfordifferentreasons.HowdidAbdelkaderdealwith
stereotypesofChristiansand/orMuslimsinhisjourney?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org28
[email protected]
Rubric
Criteria
Canidentifybiasand
stereotypesbasedon
factorssuchascolor,
gender,age,religion,
orculturaleventand
supportwith
evidence.
Notacceptable
Doesnotgive
examplesofbiasor
stereotypes
Almost
Explainsthetwo
conceptscorrectlyand
supportswith
evidenceanddetails.
Strugglestoconnect
totheperson
exploredinthe
assignment.
Connectspersonal
Isunabletoseehow Isabletoseeneedfor
experienceto
toleranceand
toleranceand
anotherhumanbeing acceptanceaffect
acceptancetowards
(empathy)and
personalactions.
othersinatleastone
establishes
prompt.
understanding
(relevancy)
Isabletocontrast
Isunabletovision
Isabletoseethebias
personalexperiences howothersare
orstereotypesofthe
withothersinacivil affectedbybias.
reading/viewingbut
society
doesnotsee
relevanceintheirown
life.
*appropriatealternativestointolerancedonotincludeviolence
Proficient
Explainsbothconcepts
correctlyandsupportswith
personalevidenceand
details.Evidencefromthe
reading/viewingisalluded
tointheprompt.
Exceptional
Explainsbothconcepts
correctlyandsupportswith
personalevidenceand
evidencefromthe
reading/viewing.
Isabletoseeneedfor
toleranceandacceptance
towardsothers.Evidence
fromreading/viewingis
broughtintostudent
journaling.
Isabletoseeneedfor
toleranceand
acceptance.Usesevidence
fromreading/viewingtohelp
supportnewunderstandings.
Isabletosuggestan
appropriate*alternativeto
anobservedintolerantbias
orstereotypeandsupports
withevidence.
Isabletosuggestmultiple,
appropriate*alternativesto
anobservedbiasor
stereotypicalbehaviorand
supportswithevidence.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org29
[email protected]
Lesson3:LeadershiptoBuildCivilSociety
Agenuineleaderisnotasearcherforconsensusbutamolderofconsensus.
MartinLutherKing,Jr.
KeyIdea
Creatingconsensusandmakingleadershipdecisionsarenotthesamething.Becauseauniversalagreementisunlikely,paralysismayoccurifthe
leaderdoesnothavethecouragetotakeactionandbringothersalongwithhimorher.
SubIdea
• Leadershipdoesnotalwaysmeanthateveryoneagrees.Itdoesmeanthatlisteningtoaseriesofideasmakesyouaccountableto
them.
• Sometimesbeingaleaderwillmakesomeoneunpopular.
Background
Def:consensus-representingthewillofthegroup,withnosabotageexpected
Def:leadershipdecision-finalchoicethatoccursbasedonexternalinformation,voice?,andideasofmultiplestakeholders
ActivatingPriorKnowledge
Abeginningconversationistothinkaboutmoralcompasses.Studentswillhavedifferentcodesbasedontheirpersonalvaluesystemsand
religiousbeliefs.Completingthisactivitywillfocusstudentsonavarietyofambiguouschoices,andtheirresponse:http://bit.ly/1OWB9Fi
PlaylistsforExploration::SourceReadingsandVideosforC.L.O.S.EExamination
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org30
[email protected]
CATEGORY:SOURCEREADINGS
SeeAppendixforSpecificAbdElkaderReadings.TheEmirAbdelkaderwasknownasafriendtopeoplewhobelongedtootherreligions,
includingJudaismandChristianityHewasalsoanearlyadvocateoflearningfromoneanother.Judaism,Muslims,andChristianityallintersect
insomeoftheirbeliefsandholywords,whichhelpstoexpanddialogue.Thiswillingnesstoacceptpeopleandtheirbeliefsandtolearnfromone
anotherservesasamodelforavarietyofinterfaithinitiativestoday,includingtheRedCross/RedCrescent,WorldInterfaithHarmonyWeekand
others.
PrinceofBrotherhoodhttp://bit.ly/2l77ljf
Category:InterfaithLeadership
Catholics,Muslims,andJews:http://bit.ly/2lubvCh
NostreAetateonJewsandMuslims(1965)--religiousleadershipandcivilsocietyhttp://bit.ly/2lubvCh
WorldInterfaithHarmonyWeekhttp://www.un.org/en/events/interfaithharmonyweek/
Category:Nonviolence--doyouhavewhatittakes?
• JohnLewishttp://bit.ly/2lW5Shn
• SelmaMarchhttp://bit.ly/2lutsAI
• GeorgeWallacehttp://bit.ly/2m9yeAL
Category:CivilRights
Brownvs.BoardofTopekahttps://www.loc.gov/rr/program/bib/afam/afam-brown.html
Brownat50http://bit.ly/2lYK5Cu
FreedomSummerhttp://bit.ly/2m9px9A
TheChildren'sCrusadehttp://bit.ly/2l6V0vo
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org31
[email protected]
LeadershipSkillBuilding
LeadershipandTeamBuildinghttp://bit.ly/2lYLetD
LeadershiporPunishmenthttp://bit.ly/2lW3tDj
ActionandResponse
::TechOption(MiddleSchool)
Downloadthetradingcardsappandcreateaseriesofthreecardsdepictingleaderspastandpresentthathavebeendiscussedinthislessonor
previouslessons.Focusontheirmission,leadership,andconsensusstyles,anddescribewheretheyworkedforchange.
::GroupTechOption(MiddleSchool)
Afterreadingthebook,JustintimeAbrahamLincoln(PatriciaPolacco,2014)studentswillcreateabackintimestorymeetingupwitha
historicalleaderatapivotaltimeintheirliveswheretheirdecisiondidnotmeetaconsensus.Citetextualevidence.
JustinTime,AbrahamLincolnPaperback–January9,2014
byPatriciaPolacco(Author,Illustrator)
::NoTech(MiddleSchool)
VennDiagramComparisons
Comparethedifficultiesyouhaveseeninyourcommunitytothosea
historicalleaderdealtwith.Whatactionscanyoutakethatwouldhelpin
today’sworld?
Compare2historicalleaderstoeachotherusingaVenndiagram.Whatis
similarabouttheirleadershipstyles,andwhatisdifferent?
Compare1historicalleadertoyourself-howareyousimilarinyour
actionsandhowareyoudifferent?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org32
[email protected]
::TechOption(HighSchool)
YourVoice,YourChoice.Developapositiononanissueonwhichyouarepassionate.Makeaclaim,supportedbyreputableevidence,and
developaPSAaudioorvideothatis30to60secondslong.Worktoexpresstheleadershipandconsensusneededforthisissuetobecomea
reality.
::GroupTechOption(HighSchool)
Warcancausepeopletofleetosafety,creatinglargenumbersofrefugees.Examinesomeofthestoriesfoundathttp://stories.unhcr.org/or
http://www.carryology.com/bags/whats-in-my-bag-what-refugees-bring-when-they-run-for-their-lives/andshowyourleadershipabilities.
Developashortpresentationforalocalcommunitygroupthatdealswiththethornyissuesbehindtheneedsofrefugees,andhowcitizenscan
help.
::NoTech(HighSchool)
Non-violenceprotesthasbeenahistoricalwaytoshowleadershipintimeswhenconsensusisnotpresent.Lookthroughrecentheadlinesto
findevidenceofamarch,sit-in,oreventthatconnectsyourmoralcompasswithcitizenaction.Createacollageorreflectiononthismaterial.
ReflectionQuestions/Journaling
Pleasewrite6sentencesforeachprompt.Utilizecapitalizationandpropergrammar.
1. Whatisthedifferencebetweenconsensusandbeingunanimousinadecision?
2. Aretherewaystocreateascenariowherebothsidescanwinsomeofwhattheywant?Isthisalwayspossible?
3. Pickapersoncoveredinthelastfewlessonsandexplainhowtheyarealeaderforthoselookingforsafety.
4. Createapictureorapoemthatexplainsyourunderstandingofhowconsensus,leadership,andyourmoralcompassareconnected.
Howdoweusethesetoolstodevelopacivilsociety?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org33
[email protected]
Rubric
Criteria
Canidentify
consensusand
leadershipbasedon
factorssuchasmoral
compassandissue
forwhichothers
fought,andsupport
withevidence.
Connectspersonal
experienceto
anotherhuman
being(empathy)and
establishes
understanding
(relevancy)
Notacceptable
Doesnotgiveexamples
ofwhyconsensuswas
orwasnotmet.
Isunabletoseehow
toleranceand
acceptanceaffect
personalactions.
Isabletocontrast
Isunabletovisionhow
personalexperiences othersareaffectedby
withothersinacivil personalmoralactions
society
Almost
Explainsthetwoconcepts
correctlyandsupports
withevidenceanddetails.
Strugglestoconnectto
thepersonexploredin
theassignmenttothe
ideaofconsensusor
leadershipstyles
Proficient
Explainsboth
conceptscorrectly
andsupportswith
personalevidence
and
details.Evidence
fromthe
reading/viewingis
alludedtointhe
prompt.
Isabletoseeneedfor
Isabletoseeneed
toleranceandacceptance fortoleranceand
towardsothersinatleast acceptance
oneprompt.
towardsothers
.Evidencefrom
reading/viewingis
broughtinto
studentjournaling.
Isabletoseethe
Isabletosuggest
connectionbetween
anappropriate*
consensusandleadership leadershipor
ofthereading/viewing
moralstrategy
butdoesnotsee
andsupportswith
relevanceintheirown
evidence.
life.
Exceptional
Explainsbothconceptscorrectly
andsupportswithpersonal
evidenceandevidencefromthe
reading/viewing.
Isabletoseeneedfortolerance
andacceptance.Usesevidence
fromreading/viewingtohelp
supportnewunderstandings.
Isabletosuggestmultiple,
appropriate*leadershipstyles
basedonmoralcompassand
supportswithevidence.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org34
[email protected]
*appropriatealternativestointolerancedonotincludeviolence
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org35
[email protected]
Lesson4:Logic,Belief,andGettingAlong
“Lawsalonecannotsecurefreedomofexpression;inorderthateverymanpresenthisviewswithoutpenalty
theremustbespiritoftoleranceintheentirepopulation.”
―AlbertEinstein
KeyIdea
Logicandreligionareseparateframeworks,butgoverningcanhappeninbotharenas.
InAmerica,theFirstAmendmentprotectsourindividualbeliefsintermsofspeechandreligion.Inothercountries,otherlawsaddressthis
struggleforfreedom.
SubIdea
• TheU.S.socialcontractisbasedupontheseparationofChurchandStatesoeverymanandwomanisfreetoexpresshisandherviews
andpracticehisorherown.
• Becauseofbeliefs,weallstrugglewithtoleranceforsomeactions.
• Fearcankeepsomeonefromactinginacalmandreasonablemanner.
BackgroundandStandardsConnection
Def:Religion:http://www.uri.org/kids/world.htm
Def:Civicorganization:Volunteerserviceandcivicorganizationsarepartofahealthydemocracy.
Def:Beliefframework:Thereisaspecificwaytoactbasedonbeliefsthathavebeendefinedbyaframeworkorplatform.Yourneedsshould
notviolatethisframework.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org36
[email protected]
ActivatingPriorKnowledge
Logicalframeworksareoftencombinedwithreligiousbeliefs,especiallyingovernmentsacrosstheworld.Notallculturesbelievethesame
thingsarerightorwrong.Asaresult,theymaydressdifferentlyasashowofempowerment,theymaychoosetocelebratedifferentholidays,
andfoodpreferencesorpersonaltaboosvary.
Americans,inparticular,usethelogicalframeworkoftheConstitution,buthowitisinterpreteddependsoftendependsonyourmoralbeliefor
yourreligiousconviction.Takethetimetothinkaboutitwiththisshortactivity.
https://cdn.icivics.org/sites/default/files/uploads/Federalists%20&%20Anti-Federalists.pdf
PlaylistsforExploration
SourceReadingsandVideosforC.L.O.S.EExamination
CATEGORY:SOURCEREADINGS
SeeAppendixforSpecificAbdElkaderReadings.ManytimesduringtheEmir’slife,hewasaskedtoworkwithothers,andtomakedifficult
choicesbasedonhisvalues.HestoppedfightingagainstFrancebecausehefeltthegreaterpeacewouldcomefromanendtothearmed
resistance.Asaresult,hebecameaprisoner,andwasexiledtoDamascus.Thisisonlyoneofthetimesheusedhisknowledgeofreligionand
governmenttobalancewhathebelieved
Category:WorthFightingFor?
KoosDeLaReyhttps://www.youtube.com/watch?v=vtKKJSfYraU
Anglo-BoerWarhttp://www.angloboerwar.com/boer-war
AlgeriaandtheGoodWarhttp://www.studiaislamica.com/pdf/2011-2/2Brower.pdf
AbdElkaderSummaryhttp://www.abdelkaderproject.org/lessons-from-an-arab-warrior/
Category:ReligiousBeliefs
TheFirstAmendmenthttps://www.law.cornell.edu/constitution/first_amendment
AmericanReligiousCentershttp://pluralism.org/profiles/anglo-bo
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org37
[email protected]
WhatisIslam?http://bit.ly/2kKS3gx
WhatisProgressiveChristianity?https://progressivechristianity.org/the-8-points/
ReligiousTimelineshttp://pluralism.org/timelines/
ComparativeReligionhttp://www.patheos.com/Resources/Additional-Resources/Teachers-Template
Category:ReligiousDress
Specialdresschoices:http://bit.ly/2l7H0kP
It’sawomanthing:http://pewrsr.ch/2lvawBF
WorkplaceRights:http://bit.ly/2kUxhMo
TraditionalIslamicMen:http://islam.about.com/od/dress/tp/Mens-Islamic-Clothing.htm
Category:ReligionandthePublicLife
BytheNumbershttp://www.pewforum.org/
TheMoreYouKnowhttp://www.pewforum.org/quiz/u-s-religious-knowledge/
AmericanValueshttp://ava.publicreligion.org/home#religious/2015/Regions//
State-by-StateReligiousMapshttp://wapo.st/2liGYoG
Whatispluralism?http://pluralism.org/
Category:SocialPerception
ReligionbyCountryhttp://www.infoplease.com/ipa/A0855613.html
MuslimsinAmericahttps://www.loc.gov/search/?in=&q=muslim&new=true&st=
IntroductiontoJudaismhttp://www.oprah.com/belief/introduction-to-judaism
CommonQuestionshttp://ourmuslimneighbor.org/knowledge-base/
AQuestionofPrivilegehttp://churchandstate.org.uk/2016/03/30-examples-of-christian-privilege/
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org38
[email protected]
ActionandResponse
::TechOption(MiddleSchool)
Interviewsomeoneabouthisorherbeliefsystem,oralackofone.Askaboutvalues,holidayscelebrated,dressrequirements,orother
importantideas.IncludequestionsonhowtheFirstAmendmentallowsthemtopracticetheirbeliefs,andiftheyknowsomeonewithanother
beliefsystem.
::GroupTechOption(MiddleSchool)
ReachouttoafaithleaderofanothertraditiononTwitterorSkypeandaskrespectfulquestionstolearnmoreabouttheirbeliefsystemand
howtheyfeelthelawsoftheirlandhelporhinderthem.Followupyourquestionswithapresentationtosomeoneinyourclassorafaith
leaderinyourcommunity.
::NoTech(MiddleSchool)
CreateaCollageofcommonholidays,beliefs,andcustoms.Trytodecideiforwhenageneralizationisausefulwaytosellproducts,andexplain
yourrationaletoothers.
::TechOption(HighSchool)
Interviewsomeonewhohasabeliefsystemotherthanyourown.CreateacomparisonusingaprogramsuchasPowtoonorPrezitohighlight
howtheFirstAmendmentandtheideaofpluralismcanbeusedtoprotectbothbeliefsystems.
::GroupTechOption(HighSchool)
Evenwithinamajorreligion,therearedifferentfactions.Comparetwodifferentvariationsofaworldreligion(SunniMuslimsvs.ShiaMuslims,
Evangelicalvs.ProgressiveorOrthodoxChristianity,Reformedvs.HasidicJudaism)toseehowbeliefframeworksareshapedbycultureand
leadershipwithinagroup.
::NoTechOption(HighSchool)
UseACalltoPrayerorSisterMaryandtheMuslimDoctorstohaveaconversationaboutthedifferencesandrightsofdifferentfaithsystems.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org39
[email protected]
Rubric
Thesuggestedrubricisprovidedasacheckforstudentsandteachersattheendofthelessontocheckforgrowth,andcanbeusedonavariety
ofprojects,oronquestionsrelatedtothekeyideasusingformativeorsummativeassessment.
Criteria
Notacceptable
Almost
Proficient
Exceptional
Distinguishes
Doesnotgive
Explainsthetwo
Explainsbothconcepts
Explainsbothconceptscorrectly
betweenchoices
examplesof
conceptscorrectly
correctlyandsupports
andsupportswithpersonal
basedonbeliefand belieforlogic
andsupportswith
withpersonalevidence
evidenceandevidencefromthe
choicesbasedon
evidenceand
anddetails.Evidence
reading/viewing.
logicorgovernment
details.Strugglesto fromthereading/viewing
rulesandsupports
connecttothe
isalludedtointhe
withevidence.
personexploredin
prompt.
theassignment.
Connectspersonal
Isunabletosee
Isabletoseeneed
Isabletoseeneedfor
Isabletoseeneedfortoleranceand
experienceofbelief howbelief,rule
forunderstanding
understandingvarious
acceptance.Usesevidencefrom
orlogictoanother
oflawandlogic
variousbeliefand
beliefandlegal
reading/viewingtohelpsupport
humanbeing
affectpersonal
legalstructuresin
structures.Evidencefrom newunderstandingsaboutbelief
(empathy)and
actions.
workingwithothers. reading/viewingis
andacceptance.
establishes
broughtintostudent
understanding
journaling.
(relevancy)
Expresses
Isunabletovision Isabletoseehow
Isabletosuggestan
Isabletosuggestmultiple,
understandingof
howothersare
beliefs,logic,and
appropriate*alternative appropriate*alternativestoan
alternativesolutions affectedby
lawscanstillcreate toanobservedintolerant observedintolerantbehaviorand
todifficultsituations intolerance.
areasofintolerance belief,laworlogical
supportswithevidencefromthe
inacivilsociety
inlife.
situationandsupports
belief,laworlogicalconversation.
withevidence.
*appropriatealternativestointolerancedonotincludeviolence
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org40
[email protected]
Lesson5:TheGoldenRule
WehavecommittedtheGoldenRuletomemory;letusnowcommitittolife.
-EdwinMarkham
KeyIdea
NearlyallreligioustraditionsandculturesshareaversionoftheGoldenRule
SubIdea
Thereisadifferenceamongreligions,butindividualtolerance,awarenessofbias,andleadershipcanhelpustocreatestructuresforactingwith
kindnessandrespect
Background
Def:Muslimbelief
Def:Christianbelief
Def:Judaismbelief
Def:OtherWorldreligion
ActivatingPriorKnowledge
Inthisactivity,youwillnoticethatthedefinitionshavebeenleftemptyforstudentstofillout,basedonwhattheyhavelearnedinthisunit.As
studentgroupsdefinetheterms,broadentheconversationstoallowagroupconsensusforthedefinitionstooccur.Sourcessuchas
plurality.organdpatheos.comareonlytwoofmanyavailableresourcescoveredthroughouttheunit.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org41
[email protected]
PlaylistsforExploration
SourceReadingsandVideosforC.L.O.S.EExamination
CATEGORY:SOURCEREADINGS
SeeAppendixforSpecificAbdElkaderReadings.TheEmirspentmuchofhislifestudyingthereligiousbeliefstructuresoftheworld,and
defendingthosewhofollowedthosereligiousbeliefs.Thisincludedsavingmorethanathousandpeopleunderthreatofdeathandwritingsthat
formedthebasisfortheGenevaConventionanditstreatmentofprisonersacrosstheworld.
Category:UniversalTraditions
TheGoldenRuleinWorldReligionhttp://www.religioustolerance.org/reciproc.htm
CharterforCompassion(TedTalk)https://www.ted.com/talks/karen_armstrong_let_s_revive_the_golden_rule
TheGoodSamaritanStoryhttp://bit.ly/2kVEpHj
Category:WorldOrganizationsandLaws
RedCross,RedCrystalandRedCrescenthttp://www.ifrc.org/
TheGenevaConventionhttp://bit.ly/2lWKIQ4
DoctorsWithoutBordershttp://www.doctorswithoutborders.org/
InternationalCourtofJusticehttp://www.icj-cij.org/documents/index.php?p1=4
UNDeclarationofHumanRightshttp://www.un.org/en/universal-declaration-human-rights/
RefugeeStorieshttp://stories.unhcr.org/
PhilosophyoftheGoldenRulehttp://www.iep.utm.edu/goldrule/
GoodSamaritanLawshttps://definitions.uslegal.com/g/good-samaritans/
Lion(SarooBrierley)lionmovie.com
RefugeeActof1967http://www.unhcr.org/uk/3b66c2aa10
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org42
[email protected]
ActionandResponse
::TechOption(MiddleSchool)
FindoutaboutsomeofthesuccessesoftheGenevaConvention(printhttp://bit.ly/2m5j97o)byinterviewingsomeonewhohasbeeninvolved
inaglobalconflict,workedasaninternationalmissionary,ortoldtheirstoryonline
::GroupTechOption(MiddleSchool)
CreateapublicservicevideothatcouldbeusedtoraisecommunitydollarsorawarenessforhowtheGenevaConventionandRefugeetreaties
weredeveloped,andthehistoricalstoryoftheEmirAbdelkader.
::NoTech(MiddleSchool)
ActoutoneormoreofthevignettesinAppendixB,whichfocusesonthelifeoftheEmirinaseriesofshortchoralreadings.
::TechOption(HighSchool)
Interviewsomeonewhohasabeliefsystemotherthanyourown.CreateacomparisonusingaprogramsuchasPowtoonorPrezitohighlight
howtheFirstAmendmentandtheideaofpluralismcanbeusedtoprotectbothbeliefsystems.
::GroupTechOption(HighSchool)
Createa3-5minutevideothatreinterpretsthestoryoftheGoodSamaritan.Forexample,theeffortsoftheEmirAbdelkadertosavethosewho
believeddifferentlythanhedidsavedthelivesofhundredsofChristians.
::NoTechOptions(HighSchool)
ActoutoneormoreofthevignettesinAppendixB,whichfocusesonthelifeoftheEmirinaseriesofshortchoralreadings.
Completeoneormoreofthepluralism.orgcasestudieswhichfocusonapplicationsoftheGoldenRule
(http://pluralism.org/casestudy/selected-case-studies/)
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org43
[email protected]
Rubric
(Thesuggestedrubricisprovidedasacheckforstudentsandteachersattheendofthelessontocheckforgrowth,andcanbeusedonavariety
ofprojects,oronquestionsrelatedtothekeyideasusingformativeorsummativeassessment.*appropriatealternativestointolerancedonot
includeviolence)
Criteria
Notacceptable
Almost
Proficient
Exceptional
Distinguishes
Doesnotgive
Explainsthetwoconcepts
Explainsbothconcepts
Explainsbothconcepts
between
examplesof
correctlyandsupportswith
correctlyandsupportswith correctlyandsupportswith
acceptanceand
acceptanceor
evidenceand
personalevidenceand
personalevidenceand
toleranceand
tolerance
details.Strugglestoconnect
details.Evidencefromthe evidencefromthe
supportswith
tothepersonexploredinthe reading/viewingisalluded reading/viewing.
evidence.
assignment.
tointheprompt.
Connects
Isunabletosee Isabletoseeneedfor
Isabletoseeneedfor
Isabletoseeneedfor
personal
howtolerance
toleranceandacceptanceare toleranceandacceptance
toleranceand
experienceto
andacceptance partoftheGoldenRule.
towardsothers.Evidence
acceptance.Usesevidence
anotherhuman
arepartofthe
fromreading/viewingis
fromreading/viewingto
being(empathy) GoldenRule.
broughtintoaspectsofthe helpsupportnew
andestablishes
GoldenRule.
understandingsofthe
understanding
GoldenRule.
(relevancy)
Expresses
Isunableto
Isabletoseetheintolerance
Isabletosuggestan
Isabletosuggestmultiple,
understandingof visionhow
ofthereading/viewingbut
appropriate*alternative
appropriate*alternatives
alternative
othersare
doesnotseerelevanceofthe thatsupporttheGolden
thatsupporttheGolden
solutionsto
affectedbythe
GoldenRuleintheirownlife. Ruletoanobserved
Ruletoanobserved
difficultsituations GoldenRule.
intolerantbehaviorand
intolerantbehaviorand
inacivilsociety
supportswithevidence.
supportswithevidence.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org44
[email protected]
AppendixA:ReadingsfromtheEmirAbdElkader
Importantnote:Thiscurriculumusestheideasofreligiouspluralismanddiversityarenecessaryfor
navigatingacomplexworldandengagingincivilsociety,assuggestedbytheC3Framework.Check
TeachingAboutReligionformoredetailsastowhythisisadvantageousfor21stcenturylearners.
http://www.teachingaboutreligion.org/okandnotoksubjectareas.html
THESEREADINGSAREGENEROUSLYPROVIDEDFORNON-COMMERICIALEDUCATIONALUSEBYJOHNKISER,
THEAUTHOROFCOMMANDEROFTHEFAITHFUL(2008),HISWEBSITE,ANDTHEABDELKADERPROJECT.
ALLOTHERRIGHTSRESERVED.
Lesson1:TheEmir,fromthetimehewasachild,interactedwithawidevarietyofpeoplewithvarious
religiousbeliefs.Asachild,AbdelkadertraveledwithhisfatheronanextendedtriptotheHajj.Asanadult,
hisworkasaunifierofhispeopleandasanAlgerianfreedomfighterleadhimtolearnmoreaboutthe
customsandbeliefsoftheFrench.Inhislaterlife,Abdelkaderactedinamannerthatrespectedbeliefsof
otherreligions.
Lesson2:InordertounderstandthelifeofAbdelkader,itisnecessarytounderstandhisroleinhisfamily,the
roleoftraditionalfamiliesinAlgeriainthemid-1800s,andcolonialism.TheEuropeanworldwasworkingto
expandtheirterritoriestoregionsacrosstheworld,andFrancewascolonizingAlgeria.Biasesarose,
includingthemindsetthattheWesternworldwassuperiortothewayotherpeopleslived,worked,and
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org45
[email protected]
studied.Prejudicesthatoccurredincludeddisregardingthereligionoftheoriginalpeople,theirclothingand
marriagecustoms.ThedesireoftheEmir’speoplewastolivetheirlivesaccordingtotheircustoms,rather
thanhavingoutsidersdictatechoicestothem.Suchbiasandprejudicecontinuestodayintheworldbased
onpersonalprivilege,skincolor,religion,gender,andethnicbackground.
Lesson3:TheEmirAbdelkaderwasknownasafriendtopeoplewhobelongedtootherreligions,including
JudaismandChristianityHewasalsoanearlyadvocateoflearningfromoneanother.Judaism,Muslims,
andChristianityallintersectinsomeoftheirbeliefsandholywords,whichcanhelptoexpanddialogue.This
willingnesstoacceptpeopleandtheirbeliefsandtolearnfromoneanotherservesasamodelforavariety
ofinterfaithinitiativestoday,includingtheRedCross/RedCrescent,WorldInterfaithHarmonyWeekand
others.
Lesson4:ManytimesduringtheEmir’slife,hewasaskedtoworkwithothers,andtomakedifficultchoices
basedonhisvalues.HestoppedfightingagainstFrancebecausehefeltthegreaterpeacewouldcomefrom
anendtothearmedresistance.Asaresult,hebecameaprisoner,andwasexiledtoDamascus.Thisisonly
oneofthetimesheusedhisknowledgeofreligionandgovernmenttobalancewhathebelieved
Lesson5:TheEmirspentmuchofhislifestudyingthereligiousbeliefstructuresoftheworld,anddefending
thosewhofollowedthosereligiousbeliefs.Thisincludedsavingmorethanathousandpeopleunderthreat
ofdeathandwritingsthatformedthebasisfortheGenevaConventionanditstreatmentofprisonersacross
theworld.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org46
[email protected]
TheBirthofanIslamicLeader(Lesson1,2)
Abdelkadermightwellhavebeenamokaddemwhoresolvedsuchdisputes,buthewasbornintoamarabouttribewherepietyandstudywere
morevaluedthanplunderandglory.Hisdestiny,haditbeenhistoguide,wouldhavebeenthatofamarriedmonk,livingalifeofprayer,
meditationandteaching.Who,indeed,wasthismaraboutwhobecameaformidablewarrior,butintheendputhistrustinthewordofaFrench
general,believingthatsubmissiontoFrancewasthewillofGod?
Marabout.ThewordconfusedtheFrenchsoldiers.Wasitapersonorathing?Both,theylearnedeventually.Amaraboutisaholyman,aman
“tiedtoreligion.”Itisalsohistomb,butmaybea500-year-oldoaktreethoughtbythecommonpeopletopossessmiraculoushealingpowers.
Typically,itisadomed,white-washedmausoleumsurroundedbyalowmudwall,visitedbythepoor,frequentlywomenwhocometoprayfor
intercessionorsimplyneedanexcusetoleavetheconfinementoftheirhomesbyseekingthecompanyofsomeonewhoissafelydead,but
knowntohavebeenlearnedandsaintly.
MaraboutismisstillwidespreadinNorthAfricatoday,andisstronglyrootedinruralpopulationsandamongtheless-educatedbelievers.
MuslimreformershaveconsideredthesepracticesadegenerateformofIslam,fullofsuperstitiousandmagicalbeliefsthatborderonthe
worshipofmen.ThereisnoGodbutGod.IdolatryisthesupremesinofIslam.
ItwasintoadistinguishedmaraboutfamilylivingintheremoteTurkishbeylikofOran,inwhatwasknownastheRegencyofAlgiers,that
AbdelkaderwasborninSeptember1808,thoughsomesayitwasMay,1807.
Acacophanyofcries,chantsandincantationscouldbeheardfromLallaZohra’sretinueoffemalerelativesandservantsgatheredinherstrong
smellinggoatskintent.ThemostferventwerethoseofherNegroservant,Mohra.Shewouldbethebaby’swetnurseandprayedmoreloudly
thantheothersforhermistressthatthisbeaboy.Zohrawasservedacupoflindenteamixedwithclovesticks,thymeandcinnamonto
acceleratethecontractions.Servantswerethrowinghandfulsofsaltinthecornersofthetenttokeepawayeviljinnslurkinginthedarkness.
“Flapyourwings,OhangelofGod,helpdeliverthischild,protectitwithyourwings,deliverthischild,”themidwifechantedasshebroughta
potofboilingwater.Kiser,JohnW..CommanderoftheFaithful(p.6-8).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org47
[email protected]
TheFirstEightYears(Lesson1,3)
ZohrawasthesecondofMuhial-Din’sthreewives.Shewaswelleducatedforawomanofhertime.Notonlycouldshereadandwrite,which
wasrareeveninEuropeintheearly19thcentury,shewasschooledintheKoranandthetraditionsoftheProphet.Peoplecalledher“Lalla,”a
titleofrespectowedtoherreputationforgenerosity,learningandpiety.SomeArabsconsideredheramarabout.
HismothertaughtAbdelkadertoreadtheKoran,towriteandtomakehisownclothes.Sheshowedhimhowtoperformtheritualablutions
thatprecededailyprayers.Theywerealwaysinthrees:thehandswerewashedfirst,thenthemouthbygargling,followedbythenostrils,the
facefromforeheadtochin,thearmsuptotheelbows,thenrinsingofthehairfromtheforeheadtotheneck,earsinsideandout,andfinallythe
feet,beginningalwayswiththerightside.“Ritualpurityishalfoffaith,”hismotherwouldtellhim.Itwasbothsymbolandreminder,areminder
oftheother,harderhalf—topurifyone’sinnerself.
TobeagoodMuslimandbecomeaninstrumentofGod’swill,itwasnecessarytobefreeofegotisticaldesiresandunrulypassions.Zohraalso
taughthimthedangersofmechanicalritualism.Hehadtopraywithhisheartandnotonlyhislips.“Don’tbelikeyourfather’sassistantwhois
likearooster,”shetoldhim.“Heknowsthehoursofprayerbuthedoesn’tknowhowtopray.”
Zohradisapprovedofthegossip,eroticconversationandconstanttitteringofherservantsandsisters-in-law.Nordidsheliketheirsuperstitious
ways.ShewantedtobesurehersondidnotbelievethefoolishnesshisblacknurseMohratoldhimaboutmonstersanddemons,evenifshe
thoughtitusefultobelievealittlebitindemons,particularlythosewithin,andtobelieveinHellandtheDayofJudgment.Piety,andlearningto
fearGod,hadeverydayimplications.Life,Zohraexplained,ishierarchicalandsubmissionneedstobepracticeddaily,toGodandthentoeach
other,accordingtorank.Eachpersonshouldsubmittotheauthorityabove,beginningwiththeangelsandsultans,downtopilgrimsandslaves.
Whenbeforehigherauthority,oneshouldbesilent.
Attheageofeight,Abdelkaderpassedfromhismother’sworldovertotheall-maleworldofhisfather.Circumcisionmarkedthepassage,arite
thatrenewedtheoriginalpactofobediencebetweenGodandtheirancestor,Abraham.Henceforth,hetoowouldpracticeobediencetoGod’s
will.Accordingtotime-honoredtradition,thedayAbdelkaderofficiallyenteredmanhoodbeganwithaprayeratdawn.Withhispalmsturnedto
theheavens,Muhial-DinbeseechedGodforpeaceandprotectionfromidolatry.Aceremonialmealwasprepared,accompaniedbythesounds
ofoboes,tambourinesandfluteswhileMuhial-Dinspoketotheelderofeachgroupofguestswhohadcometohonorhim.
Kiser,JohnW..CommanderoftheFaithful(pp.10-11).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org48
[email protected]
TheologyandtheProphet(Lesson2)
Fathernowreplacedmotherasteacher,astraditionrequired.Abdelkaderwasinvitedtoall-malegatheringstoobserve,listenandlearnin
silence.Everymorning,Muhial-DintaughtAbdelkaderthetraditionsoftheProphetMohammed,orSunna,thosesayingandactionsofthe
Prophetthathadbeenrecordedbyatleastthreecrediblewitnesses.
Alwayswantingtoknow“why,”healsostudiedthecommentariesofthegreatreligiousscholarswhohadwrestledwiththedifferentmeanings
thatcouldbeextractedfromtheKoran,interpretedinthetoknow“why,”healsostudiedthecommentariesofthegreatreligiousscholarswho
hadwrestledwiththedifferentmeaningsthatcouldbeextractedfromtheKoran,interpretedinthelightoftheProphet’sowndeedsand
words.
Thescholarsoftendisagreed,hisfatherexplained,butwheretherewasdisagreementandambiguity,thereshouldalsobelatitude.Though
ambiguitycouldbeexploitedbyevildoers,andwascondemnedintheKoran,itwasnotnecessarilybadeither.Ambiguity,Muhial-Dinnoted,
alsoprovidedroomforgrowth,flexibilityandchange.
WhenAbdelkaderturnedthirteen,hewasqualifiedasanauthorizedcommentatoroftheKoranandofthehadith,thosethousandsofsayings
attributedtotheProphet.Hehadbecomeareligiousinstructor,ataleb.Hisfamilybegantocallhimbythehonorificdiminutive,SiKada.Muhi
al-Dineducatedhissoninthetraditionoftheirpatronsaint,Abdelkaderal-Jilani.
Kiser,JohnW..CommanderoftheFaithful(pp.11-12).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org49
[email protected]
Pilgrimage(Lesson2,3)
ThepilgrimspassedbelowConstantine,sonamedfortheRomanemperorwhomadeChristianitythestatereligionofhisempire,thenon
towardTuniswheretheywouldsailtoAlexandria.Alongtheway,AbdelkadersawthesilentruinsofThagast,birthplaceofSaintAugustine,the
sonofaRomanfatherandaBerbermother.
InTunis,AbdelkadermethisfirstFrenchman.CaptainJovas,theboat’scaptain,spokeacuriouspatoisofArabic,MalteseandFrench.Ithadnot
occurredtotheshelteredAbdelkaderthatknowledgeoftheworldcouldbeexpressedinlanguagesotherthanArabicandGreek.Heaskedhis
fatherifknowledgewasnotlimitedbytheexistenceofdifferentlanguages.
Muhial-DinremindedhimoftheholybookoftheJewsandtheChristians.GodpunishedthepeopleatBabelfortryingtounitewhatGod
wantedseparated.TheKoranrevealedthesamemessage:Ifhewantedasinglecommunityhewouldhavemadeone…Hecreateddifferent
peoplesandtribessotheywouldhavetolearntogettoknowoneanotherandtocompeteingoodworks.
“YouaregoingtoseeplaceswheretherearemanyChristiansandJews.Don’tforgettheyreceivedGod’sRevelationbeforewedid.Abraham,he
wasaMuslim,”hisfatherexplained.“HowcouldhebeaMuslimbeforeIslam?”“BecausehesubmittedtothewillofGod.AMuslimisonewho
submitstoGod.”“AreJewsandChristiansMuslims?”“Yes,certainly,whentheyseeksincerelytodoGod’swill.‘…Thywillbedone,onearthas
itisinheaven...’isapartofaprayertheprophetJesusgavetotheChristians.”
AbdelkaderdiscoveredinAlexandriaaBabelofculturesandreligionshehadneverimagined.TherewerethemultifariousChristians:Orthodox
Greeks,Catholics,Armenians,Coptsand,amazingly,ChristianArabs.Allweredifferent,yetallthesameintheiradorationofJesus.TheJews
weredifferentfromthoseheknewintheMaghreb,yetsimilar.
AbdelkadermetMuslimsfromvariousschoolsoflegalthinkingandwaysofinterpretingGod’sword.ForseveraldaystheyoungMaghrebin
pepperedwithhisendlessquestionsthescholarswhohadinvitedhisfathertomeetwiththem,onlytobesurprisedbythelivelyintellectofhis
teenageson.
Kiser,JohnW..CommanderoftheFaithful(pp.25-26).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org50
[email protected]
TheMonksofJesus(Lesson3,4)
FromCairotheyfollowedinthefootstepsoftheprophetMosestoMt.Sinai,wheretheyfoundhospitalityasguestsatthemonasteryofSaint
Catherine.ForhourstheytalkedwiththemonksabouttheunityofGodandthediversityofHispaths.ThemonksalsoinsistedthatGodwas
one,butthree-in-one—atriangle,butstillone.TheyexplainedthatGodbecamehumanandsufferedasahumantoshowHiscreaturesthe
faceofHislove.
AbdelkaderunderstoodthatJesuswastotheChristianswhattheKoranwastotheMuslims—directRevelation.JesuswasthevoiceofGod,
madeflesh.JesusChristwastheWay;liketheProphet,anexample.ButhowcouldGodhaveallowedhissontobekilled?Don’ttheChristians
makeacultofJesus,aman,makinghimanassociateofGod?Aren’ttheyreallypolytheists?But,ifGodisallencompassing,allknowingandall
powerful,whycan’tGodbecomeamanifGodwillsit?TothesequestionsAbdelkaderhadnosureanswer.
Islamhadninety-ninenamesforGod,butthatdidnotmeantherewereninety-ninegods.HeknewonlythatGodisOne.GodisGod.Butlikethe
sun,cannotHislightbereflectedindifferentcolors?TheKoranrevealedthatAbrahamandhissonIshmaelbuilttheKaabainMecca,thegreat
blackcubeinthecenterofthesanctuarywherethemanybecomeone.
ThediversityoftheMuslimpilgrimsastonishedAbdelkader.Therewereblack,brown,yellowandfair-skinnedMuslims,menandwomen,from
allovertheworld:Arabs,Moors,BlackAfricans,Turks,Persians,Indians,Javanese,andevenTartarsandBukharansfromCentralAsia.Around
theKaaba,however,theywereone:boundtogetherintheircommongarboftheseamlesswhitegownwornbytheProphetandbytheirdesire
topleaseGod.Onceinsidethesanctuaryaftersixdaysofpreparation,fatherandsonjoinedtheorderlymassofhumanitythatspiraledseven
timesaroundtheKaaba—swirlinggyreswhosecircumferencewasnowhereandeverywhere.
AbdelkaderrememberedthewordsofhisformermasteratArzew,SiBenTahar:Godcreatedorderfromchaosusinggeometry.Forms.Plato.
Euclid.Withgeometry,thecleverGreekshadmeasuredthecircumferenceoftheearthanddemonstratedmathematicaltruthsthat
transcendedtheirimperfect,warpedreality.CirclingtheKaaba,Abdelkaderhadunderstood.
TheypressedontoSyria.InDamascus,hisfatherarrangedforAbdelkadertostudyunderthefamoussheikKhalidal-NaqshbandiwhoseSufi
brotherhoodhadbeenfoundedinCentralAsiainthe14thcenturyandbecamewidelyinfluentialintheMiddleEastandIndia.Athemehe
returnedtowiththesheikwasthesameonehehadstruggledwithbyhimself:howtosquarethepluralityofwayswithGod’sunity.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org51
[email protected]
Kiser,JohnW..CommanderoftheFaithful(p.27-28).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org52
[email protected]
PeopleandOrigins(Lesson2,Lesson3,4)
Al-Jilanitaughtthatmenfellintotwoclasses:thosewhopracticeobediencetoGodandthosewhoarerebellious.Theformerareatpeaceand
happy,doinggooddeedsinastateofobedientdevotion.Thelatterarethosewhoareinastateofinsecurityandmiserybecausethedesiresof
theegoandthefleshdominateinrebellionagainstGod’sprescriptions.
Ineachhumanbeing,bothobedienceandrebelliousnessarepresent,buttheyareunstableconditions.Peoplecanchange.Thegoodmayturn
intoevilandtheevilintogood.Ifpurityofheart,sincerityandgooddeedsdominate,thenone’sselfishcharacteristicscanbetransformedand
rebelliousnesscanbeovercome.Onewhoisrebelliousbutrecognizeshiserrorsandchangescanbetransformedintoanobedientservantof
God.
LiketheChristianmonksandpriestswhomtheKoranmentionsasholdingaspecialplaceofrespect,sotooforal-Jilani:obedience,humilityand
charitymarkthegoodpath.Aboveall,isobedience.Al-Jilaniwaslovedandconsultedbycaliphsandpaupersalike,andatthetimeofhisdeath
in1166A.D.,wasalreadyrecognizedasasaint.HistombattractedworshippersfromallovertheMuslimworld.LocatedbetweentheTigrisand
Euphrates—thetworiverswhichgavebirthtocivilization—thecity’slushgardens,orchardsandbrightcupolasmusthavebeenarelieftothe
wind-and-sandblownpilgrimswhohadtrekkedfromDamascusforthirtydays.
InBaghdad,thefatherpassedhisbatontohisson.Muhial-DinaskedAbdelkadertoleadthediscussionswithlocalscholarsandhosts.Soon
wordspreadoftheamazingknowledgeandintellectualagilityofthisyoungMaghrebinwhocouldpolitelyholdhisownwiththeleading
scholarsofthecity.Itwassaidthathewasevengivinglessonstothegraybeards.
Whenaskedabouthisgenealogy,herepliedashisfatherhadtaughthim:don’taskaboutaman’sorigins,butabouthislife,hisactionsandhis
characterandyouwillknowwhoheis;ifthewatertakenfromariverisgood,sotooisitssource.
Kiser,JohnW..CommanderoftheFaithful(p.30).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org53
[email protected]
TheFlyswatterIncident(Lesson2,4)
Theprovocationhadoccurredin1827attheannualreceptionmarkingtheFeastofAbraham,heldinthedey’sMoorishpalaceoverlookingthe
portfromthesummitoftheCasbah.DeyHusseinhadaskedtheFrenchconsulaboutthelong-overduedebtoftwenty-fourmilliongoldfrancs
thatFranceowedthefirmofBushnachandBacri.ThesetwoJewishfamilieshadgrownfrombeingownersofasmallépicerieinAlgiersto
becomingwealthyinternationalgrainmerchantsandbankerstothedey.
Thedey,whohadsupportedtheirclaimsinthepast,remindedtheconsulthatBushnachandBacrihadsuppliedwheattotherevolutionary
FrenchgovernmentwhenEurope’smonarchiesweretryingtosuffocateit.TheyhadfinancedthefeedingofNapoleon’sarmies.Husseinwas
annoyedthatKingCharlesXhadneverrespondedtohisletterproposingacompromiseoverthebackinterest.Infrontofthedey’sentourage,
theconsul,PierreDeval,superciliouslyremindedHusseinthattheFrenchkingdidn’twriteletterstohisinferiors.TheoffendedTurkstruggledto
controlhimselfbeforeswattingtheFrenchmaninthefacewithhisflyfan,callinghiman“insolentinfidel.”
TheconsulwasrecalledtoParis,and,escalatingtheaffairfurther,thedeymadeallFrenchcitizensleaveCharlesorderedanavalblockadeofthe
city,explainedtothepublicasaretaliatorymeasuretorestore“Frenchhonor.”Yet,fewpeoplebelieveditwasanythingbutapretextforthe
governmenttodistractadisgruntledpublicwithaforeignadventure.Theinsultwasintentional.
Charleswasunpopular.Hisgovernmenthadtriedtoturnbacktheclockandundotwenty-fiveyearsofrevolutionandreform.Therenewed
influenceoftheclergyandofformerroyalistswasdisturbingtothosewhohadenjoyedbathinginthefreshwatersofsecularrepublicanism.His
ministerswerenotresponsibletotheparliament.Thenew,affluentmiddleclasswasunhappy—excluded,asitwas,fromanelectorateofonly
ninetythousandlargelandowners.Theeconomywassufferingandthegovernment’sfinanceswereinshambles.
Anavalblockadewasawarmuptopreparethepublicforaninvasion,onethatwouldrequirethreeyearsofplanning.
Kiser,JohnW..CommanderoftheFaithful(p.32-33).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org54
[email protected]
WarasaDistraction(Lesson2,4)
AlittlewartopunishanuppityTurkwouldshoreupsupportathome,burnishtherestoredBourbondynasty’sfadedgloryand,ofcourse,serve
thecauseofChristiancivilization.Acoalitionwasformed.Acrusadewasannouncedtorootoutslaveryandpiracy,andendthehumiliating
paymentoftributetothisnestofthieves.Itschiefrival,GreatBritain,abstained,butFranceproceededwiththeblessingofAustria-Hungary,
Prussia,Russia,HollandandtheVatican.
InFrance,oppositionvoicesbecamelouderastheinvasiondatedrewnear.Therepublicanleftfearedtheadventure’srealpurposewastoget
thenationdrunkonsmokeandgunpowderbeforethenewparliamentaryelectionstookplaceinJuly1830.Agloriouslittlewarwouldalsocurry
favorwiththearmyincasethemonarchyneededittobeatdowndomesticenemies.
InMay,theinfluentialLeJournaldesDébatssummarizedthecounterarguments:
LetreasontrytotelluswhatwearedoinginAfrica.Isittoseekglory?WhatgloryisthereinattackingArabsinpoorlyfortified
townsthatcannonscaneasilydemolish?Canonespeakofglorywhen35,000Frenchsoldiersfaceagarrisonof5,000demoralized
Janissaries?Isitforthegloryofoursailorsinthefaceofpirateswhocan’tsailabark?Thegloryofourofficersdefeatingimbecilic
tribalchiefsofbarbarianhordes?So,isitapointofhonor?ButhavetheinsultsandimpertinencesofthedeyhurtFrance?The
interestsofChristianity?Theyarenonexistent,justasarethesupposedactsofpiracy.4Theexpeditionwillbeeasybutwhatwillwe
gain?Whatisreallybehindtheundertaking?Asystemofillusionsanddeceptionswhichhavepushedourpoorcountrytotheedge
oftheabyss.Therearebadministerswithoutamajorityinthechambers,withoutamajorityintheelectoralcollegeswhofoolishly
thinktheycanescapetheirfatewithgrapeshotandemptyglory.Neitherside,however,wasallowedtoexpressdoubtaboutthe
successofthemission.ToquestionthecapacityoftheFrenchsoldierwasunpatriotic.
Kiser,JohnW..CommanderoftheFaithful(pp.33-34).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org55
[email protected]
PlunderandOccupation(Lesson2,4)
Theordinarysoldiers,likethoseeverywhere,werenotconcernedwithloftyideasabouttheunityofracesandpeoples.Morepracticalneeds
wereontheirminds:firewood,water,shelterandopportunitiesforplunder.Orchards,forestsandwainscottinginhouseswereburnedforfuel,
mosquesturnedintostables,palacesandvillasbecamecaserns.
“Perhapsnever,evenintheageofthebarbarians,hastherebeenanoccupationcarriedoutwithsuchdisorderasthatofAlgiers.Thehordesof
thenorthwhograbbedtheremnantsoftheRomanEmpirebehavedwithmorereasonandwisdom,”wroteLamoricière’sfellowofficer,
PellissierdeReynaud,whowouldalsomakehiscareerinAlgeriaandleaveforposterityhisvoluminousmemoirs.Noplanforadministrationhad
beenanticipated.ManyTurkishadministratorssimplyabandonedtheirposts,notknowingiftheywereexpectedtoservethenewmastersand
notknowingwheretoturn.MostsimplydisappearedwhentheylearnedthedeyhaddepartedforAlexandriawithhisfamilyaspartofthe
secretcapitulationtermsthatgaveBourmontandcertainofficersaccesstothefabledtreasuryoftheCasbah.
HowdidthedeymanagetoleaveaftersubmittingsoabjectlytoBourmont?“Ifonetoleratesalittlepillage,”Pellissierexplained,“thatonly
servestocoverthebigpillage.pillagewascertainlythetreasureofthedey.”Hussein’sonlybargainingleveragewithBourmountwasthethreat
toblowupthetreasurycontaininghugequantitiesofgold,silver,diamonds,jewelryandmerchandise.Avalueofforty-eightmilliongoldfrancs
wasplacedonthetreasure,whichwasofficiallytransferredtotheFrenchgovernment.Itstruevaluewouldneverbeknown.Bourmont’s
officersusedcompromisingdocumentstolighttheirpipesandotherwisedestroyedpapersthatcouldrevealthetruevalueofthetreasury.
Whilesoldiersplunderedthecity,Franceyawned.TheParisBoursedidnotrespondfavorablytothenewsofthemilitarysuccess,new
parliamentaryelectionswentaheadasplanned,andtheministerpresidentoftheroyalcouncilopenedtalkswiththeSultanaboutpossibly
givingbackAlgiers.Inreturn,Francewouldkeepcertaincoastaltowns.UponlearningofthefallofAlgiers,thetribes,too,wereatfirst
indifferent.Invadershadcomeandgoneoverthepastcenturies.YetmostwerepleasedtoseetheirTurkishoppressorsflee.
Kiser,JohnW..CommanderoftheFaithful(pp.39-40).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org56
[email protected]
FightertoLeader(Lesson2,4,5)
HostilityagainstFrancewasneedlesslysharpenedbytheharshmethodsofGeneralPierreBoyer,thenewcommanderinOran.Boyerhad
foughtguerillawarfareduringNapoleon’sill-consideredSpanishcampaign.“Tobringcivilization,sometimesitisnecessarytouseuncivilized
methods”washisrationalizationfortheharshreprisalsthatwonhimhissobriquet,“PierretheCruel.”Hepractisedcollectivepunishmentof
tribessuspectedofcooperatingwiththeblockadeofOranthatMuhial-Dinhadordered.
ThetribesintheareawerenottosellfoodorforagetotheFrenchgarrison,otherwisedependentonirregularsuppliesfromFrance.Actingon
badinformation,Boyeroftenattackedthewrongvillages,andthenparadedheadsonpolestointimidatethenativesintheirowngrislymanner.
ButtheFrenchman’saggressivesortiesoutsideofOranweretempertantrumsthathadnolastingeffect.InNovember1832,theleadersofthe
tribesaskedMuhial-DinaskedMuhial-Dintoofficiallybetheirsultanandtounifythestruggleagainsttheinvader.Buthehadotherideas.
WhenthechiefsoftheseventribeslivingaroundtheplainofGhrisscametoMuhial-Dinwiththeirpetition,heslylyagreed.“Youknow,Iama
manofpeace.IhavegivenmylifetoGod.Thetaskyouareaskingofmerequiresbloodlettingandbrutalforce.Butifyouinsist,Iaccepttobe
yoursultan.Myfirstdecisionistoabdicateinfavorofmyson,Abdelkader.“Heisyoung,intelligent,just,andcapableofcontinuingthestruggle.
Hewilldoitbetterthanme.Iamtoooldandnotsuitedforthisjob.Helphim,sothathemaybeafathertotheyoungestofyou,asontothe
older,andabrothertohisequals.”
Muhial-Din’sdecisionwasgreetedwithshoutsofapproval.Abdelkaderhadprovenhiscourageandstaminamanytimesoverduringthepast
twoyears.Hehadalsobecomeatrustedadvisortohisfather.Abdelkaderhaddistinguishedhimselfduringthespringandsummerwhenhis
fatherlaunchedattacksonFrenchfortsaroundOran.TheyoungmarabouthadattractedattentionwhentheArabinfantryfightinginditches
belowthewallsofFortSt.Philipperanoutofammunition.
Whileothercavalrymenhungbackandwatched,afraidofFrenchcannonfire,Abdelkaderracedbackandforthonhisblackmareacrossopen
fieldsoffire,usinghisburnooseasahugebaskettocarryfreshcartridgestothetrappedmen.Atothertimes,hedismountedandledinfantry
armedonlywitholdflintlockrifles,knivesandslingshots.Hisbraveryinspiredthetimidintoaction.Abdelkaderlostahorseandanearlobe
duringthosedays,yethegainedanauraoffutureleadershipandareputationforhismiraculousabilitytoavoidgettinghitbythe“black
couscous.”Kiser,JohnW..CommanderoftheFaithful(pp.46-47).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org57
[email protected]
PreacherandTeacher(Lesson2,4,5)
Abdelkaderhadabsorbedhisfather’sconvictionthathehadbeenbornwithadivinedestinytofulfill.Hislifehadtobeanexampleforothers.
Thefivedailyprayers,sermonsandfrequenthomilieshepreachedatmaraboutshrinesofferedoccasionstoteachhiscompatriotsrespectfor
thelawsoftheirreligionandtosetthemselvesapartfromtheChristiansbyholdingtohighermoralstandards.
Withknowledgeandexemplarybehavior,hecouldachievemoralleadership—anecessary,butnotsufficientconditiontolead.The
CommanderoftheFaithfulalsoneededtoshowthetribeshispoliticalcleverness,courageinbattleandskillindealingwiththeFrench.
Islamislikeatree:itpointsitsbelieversheavenward,butisalsorootedintheearth.
The“punyArab”thatdeTocquevillerecognizedasaremarkableleaderwas,infact,physicallysmall.Notmuchoverfivefeettall,Abdelkader
waswiry,exceptionallystrongforhissizeandhadanironconstitution.Hecouldrideforweekssurvivingonasackofthesamebarleytheyfed
theirhorses.Precooked,thebarleycouldbemoldedbyhandwhenmixedwithwaterintoadoughyballofrouina—thefastfoodstapleofArab
horsemen.Kiser,JohnW..CommanderoftheFaithful(pp.54-55).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org58
[email protected]
TheFirstPeaceAmongEnemies(Lesson3,4,5)
1/2
AmonthlaterathirdletterarrivedfromDesmichels.ThistimehewrotewhatAbdelkaderneeded—wordstogivethetribesthatproveditwas
theFrenchwhowerehumblysuingforpeace.“…Nothavingreceivedaresponsetomylastletter,Iprefertothinkitneverreachedyouthanto
believethatyoujudgeditunworthyofyourattention…Ifyoudesiretopreservethedominantsituationwherecircumstanceshavefavoredyou,
youcannotdobetterthantoacceptmyrequestforameeting,sothatthetribesmightdevotethemselvestothelandandenjoythefruitsand
blessingsofpeaceintheshadeoftreatieswhichwouldfirmlybindustooneanother.”
Theemirnowhadadocumentshowingthattheenemywasthefirsttoseekpeace.TheKoranwasclearontwopointsAbdelkaderwouldrevisit
ofteninhisdealingswithbothtribesandtheFrench:ifattacked,aMuslimmustfighttohislastbreathtodefendthefaith,yetpeaceis
permittediftheinvadersuesforpeace.Thistime,Abdelkaderacceptedthegeneral’sproposal.
HisreplytoDesmichels’letterwasgraciousandendedwithhispromise.“…YoucanbecertainthatIhaveneverbetrayedmyword,oncegiven.
WithGod’shelp,thesenegotiationswillbetotheadvantageofbothsides.”OnFebruary4,1834,theemir’srepresentative,MiloudBenArrach,
metwithDesmichels’intermediary.BenArrachhadbecomeatrustedcouncilortoAbdelkader,andbecomehisdefactoforeignminister.Ben
Arrachcombinedadministrativeexperience,intelligenceandpowerfultribalconnections,powerfulenoughthattheformerBeyHassanhad
madehimhisaghafortheeasternpartofthebeylik.BenArrachhadalsomaintainedgoodrelationswiththeJewishmerchantswhoservedas
theemir’ssecretagents.Thus,itwasBenArrachwhoproposedtoDesmichelsthatheuseMordecaiAmarashisintermediary.
TheuseofJewishintermediarieswaspractical.Theywereexcellentlinguists,morecosmopolitanthantheArabsandpracticedinworkingwith
Europeans.Accustomedtocommerce,theyknewbothsideshadtobenefitforanagreementtooccur.Andtheyunderstoodthewaysofthe
Arabs.MordecaiAmarwasanOranaismerchantwhowaswellknowntoAbdelkader.Hesoldtheirwheatandprocuredweaponsforthem
throughcommercialchannelsinBritainandSpainandkepttheemirinformedaboutFrenchthinking.
BenArrachreturnedtotheemirwithunsigneddraftpeaceproposalsfromDesmichels.Afterconsultingwithhiscouncil,AbdelkadersentBen
ArrachbacktoOranonFebruary25thwithhissealstampedontheproposalsofDesmichelsandanewdocumentwithhisownproposals.Ben
Arrachwasinstructednottogivebackthegeneral’sproposalsuntilhehadfirstputhissealontheadditionalproposalsofAbdelkader.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org59
[email protected]
TheFirstPeaceAmongEnemies
2/2
Desmichels’termshadcontainedsixpoints:
1)immediatecessationofhostilities;
2)assuringrespectforthereligionandcustomsofMuslims;
3)returnofprisonersheldbytheemir;
4)openmarketsforcommerce;
5)returnofFrenchdesertersbytheArabs,and
6)Christianstravelingwithintheprovincemusthaveapassportbearingthesealoftheemir’sconsulinOranandoftheFrenchgeneralin
commandofOran.
Abdelkaderpresentedfouradditionalconditionsthateitherexpandedorlimitedthose
1)Arabswerefreetobuyandsellgunpowder,gunsandallothernecessitiesofwagingwar;
2)commerceinArzewisunderthejurisdictionoftheCommanderoftheFaithful;theshippingandreceivingofallmerchandiseforOran,
MostaganemandArzewmustgothroughArzew;
3)thegeneralmustreturndesertersandnotharborcriminals,and
4)noMuslimresidingintheFrench-controlledtownswillbepreventedfromleavingifhesowishes.
Asinstructed,BenArrachhandedbackDesmichels’conditionsbearingtheemir’ssealonlyafterDesmichelshadattachedhissealtotheemir’s
terms.Thisgaverisetoapeaceagreementintwoparts.Thenextday,Desmichelsproposedconsolidatingthetwodocumentsintoone
agreement.Kiser,JohnW..CommanderoftheFaithful(pp.59-61).MonkfishBookPublishing.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org60
[email protected]
TrueJihad(Lesson5)
ThetruestoryofthesavingoftheChristiansinDamascusisdescribedindetailathttp://www.truejihad.com/pages/true-jihad.phpandiswell
worthsharingforthehoneststruggleofthemeaningofjihadaswellastheEmirAbdelkader’sabilitytostandupfortherightsofothers.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org61
[email protected]
AppendixB:TheAbdElkaderStageProject
TheAbdelkaderStageProject
ByT.GregoryArgall
CommissionedbyKathyGarmsfortheAbdelkaderEducationProject
Licensedforclassroomuseonly
www.abdelkaderproject.org
[email protected]
BOOKENDFRONT
Eitherinfrontofthecurtainoragainstabarestage,theHISTORIANstepsout.
TheHISTORIANwillbeourguidethroughthevignettes,providingadditionalfollowupdetailsasneeded.
HISTORIAN
IthasbeensaidthatAbdelKaderwasmanythingstomanypeople.Todaywearegoingtogiveyouasmall
sampleofsomeofthosemanypeople,tellingtheirstoriesand,throughthem,tellinghis.
BLACKOUT
Thefollowingvignettescanbepresentedinwhateverorderyouchoose.Thereareeach
stand-alonestories,notdependentoneachother.
ThesceneentitledBOOKENDBACKshouldbepresentedlastasacloser.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org62
[email protected]
Vignette1:LITTLEAB
Page1/7
SCENE:1850,AintreeRacecoursenearLiverpool,England.
ALCROFTgentlemaninperiodclothing,upperclass,standsatarailing.
BAINSFORD,asecondgentleman,similarlydressed,approacheshim.
BAINSFORD
Alcroft,oldchap,isthatyou?
ALCROFT
Bainsford,oldboy.Howareyou?
BAINSFORD
I’mjustfine,simplysmashing.Imustadmit,I
certainlydidn’texpecttoseeyouheretoday.Ihadno
ideathatyourinterestsrantothesteeplechase.
ALCROFT
Normallytheydon’t,ofcourse,buttherehasbeenso
muchdiscussionofthisGrandNationalthatIdecidedI
hadtoseeformyselfwhatthefusswasabout.
BAINSFORD
Andjollygoodthingyoudid,too.Thisisthe
fifteenthyearthey’veruntheracehereatAintree.I
daresayit’swellestablishedandmaycontinuefora
goodfewyearsyet.Youneedtokeepupwiththeworld.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org63
[email protected]
Vignette1:LITTLEAB
Page2/7
It’s1850,afterall.Theworldismovingatafaster
paceeveryday.
ALCROFT
I’mawareofthat,oldfriend.Isimplyhaven’thad
timeforlocalaffairslately.I’vejustbeenmore
focusedonworldevents.Asyousay,theworldmoves
fastereveryday.OnebusinessinterestsinEnglandcan
easilybeimpactedbyeventsinsomefaroffland.
BAINSFORD
Trueenough,Alcroft.Trueenough.So,haveyou
venturedawagerontoday’sraceorareyousimplyhere
toobservetheexcitement?
ALCROFT
OfcourseIwagered.ImaybenewtothesportbutI
understandthatthewagerisanintegralpartofthe
experience.Nohalfmeasureswithme.
BAINSFORD
Inforapenny,inforapound,ehwot?
ALCROFT
Well,afewshillings,nonetheless.I’mnomadman.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org64
[email protected]
Vignette1:LITTLEAB
Page3/7
BAINSFORD
Ofcourse.Wisethinking.So,who’syourchoice.What
finesteedcarriesthefutureofyourwagered
shillings?
ALCROFT
AnIrishfellow’shorse,aMr.OsborneIbelieve.Named
thehorseAbdelKader.
BAINSFORD
GoodGod,man,areyouserious?Thathorseisnoteven
quoted.Thebookmakerscan’tbebotheredlistingodds,
it’ssuchalongshot.
ALCROFT
Oh,Iknow,butthenamecaughtmyattention.
BAINSFORD
Pshaw,poeticpoppycock.Thehorse’snameisnearly
unpronounceable.It’smeaninglessgibberish,surely.
ALCROFT
Quitethecontrary,oldchum.Thehorseisnamedfor
AbdelKader,anemirofAlgeria.Abrilliantleader
whodefendedhispeopleagainsttheFrenchcolonials.
Defiedtheodds,hedid.Hewastrulyinspirational.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org65
[email protected]
Vignette1:LITTLEAB
Page4/7
BAINSFORD
Well,he’sinspiredyoutopartwithyourshillingat
theveryleast.Whatoddsareonyourticket?
ALCROFT
Iwageredtowinatthirty-threetoone.
BAINSFORD
Oh,Alcroft,oldboy,perhapsthesteeplechaseisnot
thesportyouafterall.Therearethirty-tworunners
inthisraceandyouchosethatnag.Thatwasafool’s
bet,mylad.Youneedtoresearchthehorsesaswellas
thejockeys,notsimplybe"inspired"bysome
foreigner.Forinstance,IwageredonPeterSimple.
Lockedinatseventoone.ThehorsewontheGrand
Nationallastyearandhe’sfavoredtodoitagain.
That’llbeafeatfortheages.Nohorsehaseverwon
twoyearsinarow.PeterSimplewillbetheonetodo
it.Markmywords.
ALCROFT
Ofcourse,Bainsford.Whateveryousay.I’mjust
enjoyingtheexperience.Oh,theracehasbegun.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org66
[email protected]
Vignette1:LITTLEAB
Page5/7
BAINSFORD
Seethere?PeterSimple,straightoutofthegate.Now
that’sahorse.
ALCROFT
Itcertainlyisimpressive,I’llgrantyouthat.
BAINSFORD
AndwhereisyourAbdelKader?
ALCROFT
Thereheis.Lookslikehe’sinthirdplace,sofar.
Comeon,LittleAb.
BAINSFORD
LittleAb?Whatareyoutalkingabout?
ALCROFT
That’swhattheywerecallinghimearlierwhenI
visitedthestables.LittleAb.
BAINSFORD
I’lladmitit’scertainlyeasieronthediction,but
stillapoorwager.
ALCROFT
Don’tbesosure.He’sinsecondplacenowandgaining.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org67
[email protected]
Vignette1:LITTLEAB
Page6/7
BAINSFORD
What?Balderdash.There’snowayhecould--ByGod,he
is.He’sgainingfaston,whoisthat?IsthatThe
KnightofGwynne?Itis.WheretheblazesisPeter
Simple?
ALCROFT
Isthathiminfifth?
BAINSFORD
Goodheavens,youmayberight.
ALCROFT
Comeon,LittleAb.Youcandoit.Comingintothehome
stretchnow.There’sthefinishline.Yes!AbdelKader
won!
BAINSFORD
Idon’tbelieveit.
ALCROFT
IfAbdelKadercanresisttheFrencharmyforall
thoseyears,winningahorseraceissimplicityitself.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org68
[email protected]
Vignette1:LITTLEAB
Page7/7
BAINSFORD
Well,Isupposeweshouldgocollectyourwinnings,
Alcroft.
Theystarttowalkoff.
ALCROFT
Imaygettolikethissteeplechase,afterall.Perhaps
AbdelKaderwillwinagainnextyear.Whatsayyou,
Bainsford?
BAINSFORD
Yougotlucky,isall.Don’tthinkhimblessed.
BAINSFORDandALCROFTexit.TheHISTORIANenters
fromtheoppositeside.
HISTORIAN
Hediditagainthefollowingyear.In1851LittleAb
becamethefirsthorsetowintheGrandNational
Steeplechasetwoyearsinarow.Unstoppableand
inspiring,justlikehisnamesake.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org69
[email protected]
Vignette2:AGUARD’SREQUEST
Page1/6
AGUARD’SREQUEST
SCENE:Early1850’s,amilitaryprisoninFrance.
AFrenchOFFICERsitsatadesk,reviewing
paperwork.AGUARDenters,salutesandstandsat
attention,waitingtobeacknowledged.Eventually
looksupfromhispaperworkandreturnsthe
salute.
GUARD
Yousentforme,monCapitaine?
OFFICER
Oui,Sergent,Idid.
(shufflespaperstillhefindstheone
he’slookingfor,holdsitup)
Yousubmittedarequestfortransfer.
GUARD
Oui,sir.
OFFICER
Averyspecifictransfer.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org70
[email protected]
Vignette2:AGUARD’SREQUEST
Page2/6
GUARD
Oui,sir.
OFFICER
Areyouunhappyhere,Sergent?
GUARD
Non,monCapitaine.Quitetheopposite.Theprisoners
respectme.Myfellowguardsrespectandsupportme,as
Irespectandsupportthem.Ihaveverymuchenjoyedmy
assignmenthere,sir.
OFFICER
Yourperformancerecordisadmirableand,asyousay,
youarerespectedbothamongthestaffandthe
prisoners.Andyetyouhaverequestedatransferto
anotherprisonentirely.
GUARD
Oui,sir.
OFFICER
Moretothepoint,youhaverequestedassignmenttoa
particularprisoner,theAlgerian.AbdelKader.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org71
[email protected]
Vignette2:AGUARD’SREQUEST
Page3/6
GUARD
Oui.Ifthatassignmentisunavailable,Iwillgladly
retainmyposthere,sir.
OFFICERWhy?
GUARD
Because,asIhavesaid,Iamquitehappyhere,sir.
OFFICER
Non,Sergent,Iamaskingwhyyouwishtobeassigned
toguardingprisonerAbdelKader.Surely,aguardwith
yourrankandexperience...
GUARD
IfImayspeakfreely,sir?
OFFICER
Byallmeans,s’ilvousplaît.Proceed.
GUARD
AsIamsureyouareaware,Iservedduringthe
Algeriancampaign.Infact,IwascapturedatMactaand
heldasaprisonerofwar.IwasaprisonerofAbdel
Kader.Mytreatmentasaprisonerhada...shallwe
say,notableeffectonme.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org72
[email protected]
Vignette2:AGUARD’SREQUEST
Page4/6
OFFICER
Isee.AndnowthatheisaprisoneroftheFrench,you
wishfortheopportunitytopresentsimilartreatment
toAbdelKaderhimself.
GUARD
Oui,monCapitaine.
OFFICER
NeedIremindyou,Sergent,thatrevengeisnotatrait
encouragedbytheFrench.Howeverpoorlyanddeplorably
youweretreated,wehavestandardsoftreatmentin
France.
GUARD
I’mafraidyoumisunderstand.Revengeisnotmyintent.
Asyousaid,itisnotatraitencouragedbythe
French.However,wedoencouragereturningakindness.
WhileaprisonerinAlgeriaIwastreatedhumanelywith
kindnessandcomfortandtheutmosthumanity.Duringmy
timethere,Ionlysawoneguardattempttomistreata
prisoner.Thatguardreceivedsignificantdisciplefor
histransgression.
OFFICER
Isee.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org73
[email protected]
Vignette2:AGUARD’SREQUEST
Page5/6
GUARD
Theperformanceofmydutiesherehasbeen
significantlyinfluencedbymytimeasaprisonerin
Algeria.MyrequestfortransferissimplysothatI
canreturnthekindnessanddomyparttoensurethat
duringhisincarcerationinFrancetheemirreceives
thesamelevelofhumanetreatmentthatheensuredfor
me.Mysenseofhonorandfairnessdemandsnothing
less.
OFFICER
(considerstheGUARDforseveral
moments)
Sergent,howcouldIdenysuchadmirableintent?
Requestapproved.
GUARD
Merci,monCapitaine.
TheGUARDsalutesandturnstoleave.TheOFFICER
holdsupahandtostophim.
OFFICER
AndSergent?
GUARD
Oui,monCapitaine?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org74
[email protected]
Vignette2:AGUARD’SREQUEST
Page6/6
OFFICER
Please,passalongmythanksaswell,toMssr.Abdel
Kader.
GUARD
Oui,monCapitaine.
GUARDexits.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org75
[email protected]
Vignette3:HENRIDUNANT
Page1/4
HENRIDUNANT
SCENE:February1863,Geneva,Switzerland.JEAN
HENRIDUNANTissittingatatablewithtwoother
men,GUSTAVEMOYNIERandGENERALHENRIDUFOUR.
DUFOUR
Asmuchasweadmireyourpositiononthematter,you
mustunderstandthechallengesofproposingsuchan
endeavoronaninternationalscale.
MOYNIER
Hearhimout,General.Goahead,Mssr.Dunant.Tellus,
whatdoyouenvision?
DUNANT
General,Iunderstandhowyoumightfeel,froma
militarystandpoint,thatthisisanunreachablegoal,
butIassureitisnot.Iknowofjustsuchmeasures
beingimplimentedandrespectedonanationalscalein
thepast.Todosoonaninternationalscalewouldbe
simplyamatterofagreeingontheimportanceof
humanity.
DUFOUR
Youmakeitsoundeffortless.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org76
[email protected]
Vignette3:HENRIDUNANT
Page2/4
DUNANT
Oh,itwillnotbeachievedwithouteffort,significant
effort,buttherewardswillbewellworththetoiland
travail.
MOYNIER
Yousaidthatmeasuressimilartowhatyouproposehave
beenimplementedandmaintainedinthepast.Where?
DUNANT
WhilepursuingvariousbusinessinterestsinAlgeria,I
heardtellofaleader,anemirwholeadhispeoplein
resistancetotheFrenchoccupationtwodecadesago.
ThismanwasnamedAbdelKaderand,Iwastold,hetook
hisinspirationfromtheMuslimholybook,theKoran.
HesoughttolivebytheKoranicalpassage,"Letnot
yourhatredofothermenturnyouawayfromJustice.Be
just...thatisclosertopiety.”Hehad,amongother
militaryrulesandregulations,specificguidelinesfor
thepropertreatmentofprisonersofwar.Inthe
treatmentofotherunderhiscontrol,heheldhimself
andhismentoacertainstandard.Muslim,Christian,
Jew,allwereequalinhiseyes,deservingofthesame
standardoftreatment.Yearslater,whenIwitnessed
firsthandtheatrocitiesofwarduringmytimein
Solferino,mymemoryreturnedtothoughtsofAbdel
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org77
[email protected]
Vignette3:HENRIDUNANT
Page3/4
DUNANT(cont’d)
Kaderandhispolicies.Throughhisfaithanddevotion,
hehadfoundawaytopreservehumanityinthemidstof
battle.Canwestriveforanthingless?
DUFOUR
Idaresay,youpresentacompellingarguement.
MOYNIER
Iconcur.Iwouldlikeyoutomeetwithtwocolleagues
ofours,DoctorsLouisAppiaandThéodoreMaunoir.Next
week,wehaveorganizedameetingofwhatwehopewill
becomeameansofprogressandchangeinthisworld.A
committeeofsortstopursuetheideasyouhave
proposed.
DUNANT
Iwouldbemosthonored.Whatareyoucallingthis
committee?
MOYNIERandDUFOURlookateachotherthenbackat
DUNANT.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org78
[email protected]
Vignette3:HENRIDUNANT
Page4/4
MOYNIER
Nothinghasbeenconfirmedyet,butaswearemeeting
undertheSwissflag,wewereconsideringcalling
ourselvestheInternationalCommitteeoftheRedCross.
HISTORIANstepsout.
HISTORIAN
Aweeklater,onFebruary17,1863,theInternational
RedCrosswasformed.Also,asaresultofthis
meeting,termsofguidelinesweredraftedforthefirst
oftheGenevaConventions,providingregulationsfor
thetreatmentofprisonerofwar.Theconventionswere
eventuallyratifiedby195countriesaroundtheworld.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org79
[email protected]
Vignette4:ELECTION
Page1/5
SCENE:1849,Bordeaux,France.Twomen,let’scall
themPierreandFrançois,aresittingatatable.
Alargewoodenboxwithanopenhingedlidison
thetable.Françoishasanotebookaswellasa
penandinkwell.Pierreisremovingelection
ballotsfromthebox.Pierrereadsoffthe
candidate.Françoisnamesthepartyandrecords
thevote.
PIERRE
DelaCroix.
FRANÇOIS
PartyofOrder.
PIERRE
DelaCroix.
FRANÇOIS
PartyofOrder.
PIERRE
Boudreau.
FRANÇOIS
TheMountain.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org80
[email protected]
Vignette4:ELECTION
Page2/5
PIERRE
Lamoroeaux.
FRANÇOIS
Independent.
PIERRE
AbdelKader.
FRANÇOIS
Inde--Whatwasthatone?
PIERRE
AbdelKader?
FRANÇOIS
He’snotonthelist.He’snotacandidateforelection.
PIERRE
He’sawrite-invote.Luckyhim.Onevote.Bonchance,
Mssr.Kader,whoeveryouare.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org81
[email protected]
Vignette4:ELECTION
Page3/5
FRANÇOIS
Whoever?Youdon’tknowwhoAbdelKaderis?Theimprisonedemir?
PIERRE
Imprisoned?HereinFrance?
FRANÇOIS
Oui.
PIERRE
IshetheAlgerian?Theonewhofinallysurrenderedto
theDukeofAumale,Henrid’Orléans?Ireadabouthim.
FRANÇOIS
Oui.Heisaprisoner.Andhehasreceivedawrite-in
vote.Idon’tunderstandthismodernworld.
PIERRE
Ilikethemodernworld.Theoccasionalrevolutionis
goodforFrance.MssrBonabarthasbeenelected
President.WearehavingelectionsfortheParliament.
Theseareexcitingtimes.ThepeopleofFranceare
excited.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org82
[email protected]
Vignette4:ELECTION
Page4/5
FRANÇOIS
Soexcitedthattheyarewritingthenameofaprisoner
ontheirballots?
PIERRE
Becalm,François,itisjustonevote.
(takesanotherballotfromthebox)
Ah.Twovotes.Here’sanotherone.
FRANÇOIS
What?
PIERRE
AnotherwriteinvoteforAbdelKarder.
FRANÇOIS
WhatwouldtheDukeofAumalethinkoftheenemyhe
capturedgettingtwovotesinfreeelectionsinFrance?
PIERRE
Three.Foundanother.
FRANÇOIS
MonDieu.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org83
[email protected]
Vignette4:ELECTION
Page5/5
PIERRE
AndyourDukeofAumalefledtoEnglandduringthe
revolution.Whathethinksnolongermatters.Whohe
callsanenemynolongermatters.
FRANÇOIS
Itisstillunusual.
PIERRE
Oui,itisunusualbutc’estlavie.Theoldrulersare
goneandwiththem,theirenemies.Franceisembracing
theoldenemiesasnewfriends.
FRANÇOIS
Isuppose.
PIERRE
And--Oh,look.Anotherwrite-invoteforAbdelKader.
TheHISTORIANstepsout.
HISTORIAN
AbdelKaderreceivedmanymorewrite-invotesduringtheFrenchparliamentaryelectionsin1849.Despite
beingaprisoneratthetime,hishistoryhadcapturedtheimaginationsoftheFrenchpeopleastheyfought
againsttheirownpast.Ithasbeennotedwithdomedegreeofamazementthatsomeonewhosenamewas
detestedbytheFrenchwouldgaintheiradmirationduringhisexiletothatcountry.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org84
[email protected]
Vignette5:OURTOWN
Page1/6
OURTOWN
SCENE:Threemenaresittingatatable,survey
mapsandvariouspapersscatteredabout.Three
shortglassessitignoredonthetable.Themen
areTIMOTHYDAVIS,JOHNTHOMPSON,andCHESTER
SAGE.
TheHISTORIANstepsouttoaddresstheaudience.
HISTORIAN
1846,ahomeonthebanksoftheTurkeyRiver.
TimothyDavis,alawyerrecentlymovedfromDubuque
meetswithJohnThomsonandChesterSagetofinalize
plansfortheplattingofanewtowninClaytonCounty.
DAVIS
SowithMainStreetrunningparalleltotheriverfora
designateddistance,thatshouldallowforrelatively
evendivisionofparcelsoflandoneithersideofthe
river.
THOMPSON
(pointingatamap)
Withageneralstorethere,thesawmillthere,andthe
gristmillfurtheralongthere,weshouldhaveno
troubleattractingresidentstoourtown.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org85
[email protected]
Vignette5:OURTOWN
Page2/6
SAGE
Ihavealreadyhadaninquiryfromablacksmithback
eastlookingforaplacetosettleinthenewfrontier.
THOMPSON
Allweneedisanameforourlittletownandyoucan
filltheregistrationpapersandmaps,Davis.
SAGE
Anythoughtsonthat?
DAVIS
Thoughtsonanameforthetown?
THOMPSON
Yes,shouldweconsidernamingitforoneofus?
SAGE
Davisville?Thompsonton?
THOMPSON
AsmuchasIappreciatetheideaofThompsonton,it
doesseemabit...unwieldytothetongue.Whatabout
Sageberg?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org86
[email protected]
Vignette5:OURTOWN
Page3/6
SAGE
Hmmmm.
DAVIS
Gentlemen,asflatteringasthoseideasare,Ihavea
suggestionthatinvolvesanother,possiblymoreworthy
andinspiringgentleman.
THOMPSON
Dotell.
SAGE
IsitMr.McGregor?Iunderstandheisplattingatown
ofhisowneastofhere.Namingourtownafterhim
wouldseemredundant.
THOMPSON
Thenwho,Davis?Whodoyouhaveinmind?
DAVIS
Iassumeyouhavebeenaware,howeverdistantly,of
eventsandactivityinAlgeria,thesepastfifteenor
soyears?TheFrenchcolonizationandthefierce
resistancebythelocals?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org87
[email protected]
Vignette5:OURTOWN
Page4/6
SAGE
IunderstandtheFrenchstancehasbeenfierceattimes
aswell.
DAVIS
Throughitall,onemanhasledhispeopleindefying
theoccupation.Buthiscontentiousdefiancewas
temperedwithgentlehumanity.HisnameisAbdelKader
andheis,byallaccounts,awholelyuniqueman.
Althoughthecircumstanceherearevastlydifferent
thatwhathehasfaced,Iputtoyouthatthespiritof
hisintentmatchesthespiritofsettlersinthisgreat
land.Ipropose,gentlementhatwecouldinspireand
motivatethefrontierspiritbynamingourtownin
honorofMr.AbdelKader.
SAGE
You’resuggestingwenamethetownAbdelKader?
THOMPSON
Astownnamesgo,that’sanevenmoredaunting
collectionofsyllablesthanThompsonton.
(chuckles)
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org88
[email protected]
Vignette5:OURTOWN
Page5/6
DAVIS
No,Sage,itisnotMr.McGregorofwhomIspeak.Nor
isitMr.Guttenberg.Asinspiringasbothoftheir
familyhistoriesmaybe.
Thenweshortenit.Abdel?No.
SAGE
Kader?
THOMPSONNo.
DAVIS
Elkader?
THOMPSON
Elkader.Yes.
SAGE
Iagree.
DAVIS
Itissettled,then.Ishallfilethepapersinthe
morning.Gentlemen,atoast.
Allthreeraisetheirglasses.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org89
[email protected]
Vignette5:OURTOWN
Page6/6
DAVIS
ToAbdelKaderthemanandElkaderthevillage.
THOMSONANDSAGE
(together)
ToAbdelKaderandElkader.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org90
[email protected]
Vignette6:ALETTERFROMDAMASCUS
Page1/4
ALETTERFROMDAMASCUS
SCENE:August,1860,theeditorialofficesofthe
NewYorkTimes.AREPORTERandtheEDITORare
standingoveradesk.TheREPORTERholdsapiece
ofpaperinhishand.
EDITOR
Peopleareoutraged.Andrightlyso.Callingitthe
massacreatDamascussoundssensationalistic,butthat’s
therealityofit.Itisamassacre.Butweneedto
findsomewaytoprovidepeoplewithperspectiveon
this.Wedon’twantanyreactionaryriotsoverhere.
Violencefeedingviolenceisn’tthesolution.
REPORTER
Imighthavesomething.It’saletterfromtheexiled
Emir,Abdelkader.
EDITOR
He’saMuslimhimself,ishenot?Sohisletter
supportstheattacksonChristians?
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org91
[email protected]
Vignette6:ALETTERFROMDAMASCUS
Page2/4
REPORTER
No,actually.Quitethecontrary.Heplacestheblame
squarelyonextremistswithinhisreligion.
Furthermore,andthisistheinterestingpart,heis
shelteringChristiansfromtheattacks.
EDITOR
Shelteringthem?Isitatrick?Atrap?
REPORTER
Notatall.Heappearsasappalledbytheeventsasthe
restofthecivilizedworld.Intheletterhestates
thatheisharboringChristiansinhishome,providing
themprotectionfromtheriotinghordes.
EDITOR
Letmeseethatletter.
REPORTER
(handinghimthepage)
Itisbeginswitharecountingoftheeventsandthe
devastatingeffects.Thelatterhalfnoteshisactions.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org92
[email protected]
Vignette6:ALETTERFROMDAMASCUS
Page3/4
EDITOR
(reading)
"Seeingmattersweresodesperate,Ilostnotimein
takingundermyprotectiontheseunfortunate
Christians.Isalliedforth,takingmyAlgerineswith
me,andwewereabletosavethelivesofmen,women
andchildren,andbringthemhomewithus."
REPORTER
It’sremarkablethatamanwhoganedfameandinfamy
forresistingtheFrenchisnowsupportingFrench
Christiansandresistinghisownpeople.
EDITOR
Idaresay,whiletheymayshareareligion,itappears
hewouldbeloathtocalltherioters"hisownpeople."
REPORTER
Itakeyourpoint.
EDITOR
Listentothis..."Forme,Ideplorethedisasterwhich
hasbefallentheChristians.Theplaceswheretheir
housesstoodcannotberecognized;alltheirdwellings
arereducedtoashes....
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org93
[email protected]
Vignette6:ALETTERFROMDAMASCUS
Page4/4
AlltheEuropeansand
ChristiansIhavecollectedareinsafetyinmyhouse.
Iprovidethemwithalltheywant,andprayAllahto
savetheunfortunateChristiansfromthosefanatics."
REPORTER
Thatseemsclearenoughasregardshisstance.Howdo
youwantustohandlethis?Howdowepresentit?
EDITOR
(handsthelatterback)
Presentitexactlyasitis.Writeashortparagraphin
regardstotheoriginandveracityoftheletter,then
runitverbatim.
REPORTER
I’llhaveitreadybypress-time.
TheHISTORIANstepsouttoaddresstheaudience.
HISTORIAN
AndsoitwasthatonthemorningofAugust20,1860
thereadersoftheNewYorkTimeshadafirst-hand
accountofeventthathadhappenedaworldaway,
throughtheeyes,heart,andwordsofAbdelKader.
BLACKOUT
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org94
[email protected]
BOOKENDBACK
TheHISTORIANaddressestheaudience.
HISTORIAN
Hewasmanythingstomanypeople.Thesewerejustsome
ofthestoriesthatshowthat.AbdelKaderwasa
fascinatingandcomplexmanwithafascintatingand
complexlegacy,allborneoutofonesimpletruth:We
areallpartofthesamehumanity.
LearnmoreabouttheemirandtheAbdelkader
EducationProjectbyvisitingourwebsiteat
abdelkaderproject.org
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org95
[email protected]
AppendixC:ConnectionstotheC3FrameworkandStandards
Dimension1
MiddleSchool
Dimension1.3.6-8Explainhowtherelationshipbetweensupportingquestionsandcompellingquestionsismutuallyreinforcing.
Dimension1.5.6-8Determinethekindsofsourcesthatwillbehelpfulinansweringcompellingandsupportingquestions,takinginto
considerationmultiplepointsofviewrepresentedinthesources.
HighSchool
Dimension1.3.9-12Explainpointsofagreementanddisagreementexpertshaveaboutinterpretationsandapplicationsofdisciplinaryconcepts
andideasassociatedwithasupportingquestion.
Dimension1.4.9-12Explainhowsupportingquestionscontributetoaninquiryandhowthroughengagingsourcework,newcompellingand
supportingquestionsemerge.
Dimension1.5.9-12Determinethekindsofsourcesthatwillbehelpfulinansweringcompellingandsupportingquestions,takinginto
considerationmultiplepointsofviewrepresentedinthesources,thetypesofsourcesavailableandthepotentialusesofthesources.
ELA/LiteracyCoreStandards
AnchorReadingStandard1
AnchorWritingStandard7
AnchorSpeakingandListeningStandard1
Questioning;Argument;Explanation;PointofView
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org96
[email protected]
Dimension2
MiddleSchool
D2.Civ.1.6-8.Distinguishthepowersandresponsibilitiesofcitizens,politicalparties,interestgroups,andthemediainavarietyofgovernmental
andnongovernmentalcontexts.
D2Civ.3.6-8.Examinetheorigins,purposes,andimpactofconstitutions,laws,treaties,andinternationalagreements.
D2.Civ.6.6-8.Describetherolesofpolitical,civil,andeconomicorganizationsinshapingpeople’slives.viewrepresentedinthesources.
D2.Civ.10.6-8.Explaintherelevanceofpersonalinterestsandperspectives,civicvirtues,anddemocraticprincipleswhenpeopleaddressissues
andproblemsingovernmentandcivilsociety
D2.Civ.14.6-8.Comparehistoricalandcontemporarymeansofchangingsocieties,andpromotingthecommongood.
D2.His.12.6-8.Usequestionsgeneratedaboutmultiplehistoricalsourcestoidentifyfurtherareasofinquiryandadditionalsources.
D2.His.16.6-8.Organizeapplicableevidenceintoacoherentargumentaboutthepast.
HighSchool
D2.Civ.1.9-12.Distinguishthepowersandresponsibilitiesoflocal,state,tribal,national,andinternationalcivicandpoliticalinstitutions.
D2.Civ.3.9-12.Analyzetheimpactofconstitutions,laws,treaties,andinternationalagreementsonthemaintenanceofnationaland
internationalorder.
D2.Civ.5.9-12.Evaluatecitizens’andinstitutions’effectivenessinaddressingsocialandpoliticalproblemsatthelocal,state,tribal,national,
and/orinternationallevel.
D2.Civ.6.9-12.Critiquerelationshipsamonggovernments,civilsocieties,andeconomicmarkets.
D2.Civ.7.9-12.Applycivicvirtuesanddemocraticprincipleswhenworkingwithothers.
D2.Civ.8.9-12.Evaluatesocialandpoliticalsystemsindifferentcontexts,times,andplaces,thatpromotecivicvirtuesandenactdemocratic
principles.
D2.Civ.10.9-12.Analyzetheimpactandtheappropriaterolesofpersonalinterestsandperspectivesontheapplicationofcivicvirtues,
democraticprinciples,constitutionalrights,andhumanrights.
D2.Civ.14.9-12.Analyzehistorical,contemporary,andemergingmeansofchangingsocieties,promotingthecommongood,andprotecting
rights.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org97
[email protected]
D2.His.7.9-12.Explainhowtheperspectivesofpeopleinthepresentshapeinterpretationsofthepast.
D2.His.12.9-12.Usequestionsgeneratedaboutmultiplehistoricalsourcestopursuefurtherinquiryandinvestigateadditionalsources.
D2.His.16.9-12.Integrateevidencefrommultiplerelevanthistoricalsourcesandinterpretationsintoareasonedargumentaboutthepast.
Dimension3
MiddleSchool
D3.3.6-8.Identifyevidencethatdrawsinformationfrommultiplesourcestosupportclaims,notingevidentiarylimitations.
HighSchool
D3.3.9-12.Identifyevidencethatdrawsinformationdirectlyandsubstantivelyfrommultiplesourcestodetectinconsistenciesinevidencein
ordertoreviseorstrengthenclaims.
ELA/LiteracyCCRAnchorStandardsConnections
GatheringandEvaluatingSources
DevelopingClaimsandUsingEvidence
• ReadingStandard1-10
• WritingStandard1,2,7-10
• SpeakingandListeningStandard1
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org98
[email protected]
Dimension4
MiddleSchool
D4.2.6-8.Constructexplanationsusingreasoning,correctsequence,examples,anddetailswithrelevantinformationanddata,while
acknowledgingthestrengthsandweaknessesoftheexplanations.
HighSchool
D4.2.9-12.Constructexplanationsusingsoundreasoning,correctsequence(linearornon-linear),examples,anddetailswithsignificantand
pertinentinformationanddata,whileacknowledgingthestrengthsandweaknessesoftheexplanationgivenitspurpose(e.g.,causeandeffect,
chronological,procedural,technical).
ELA/LiteracyCCRAnchorStandardsConnections
CommunicatingConclusions
TakingInformedAction
• ReadingStandard1
• WritingStandard1-8
• SpeakingandListeningStandard1-6
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org99
[email protected]
NotTheEndoftheStory(AdditionalResources)
ThestoryofAbdelkaderisnotendedhere,butincludesrepeatedattemptstobuildanation,betrayal,and
negotiation.ThroughthisjourneyweseeaAbdElkaderinhisroleasfighter,diplomat,manofhonor,and
religiousprophet.Eventually,theEmirisexiledwithhisfamilyoutofhisbelovedcountryofAlgeria.
Formoredetailsaboutthelifeoftakealookatsomeoftheseresources:
RumorsinDamascusCaseStudyhttp://pluralism.org/casestudy/selected-case-studies/
IslamicNetworkGrouphttps://ing.org/recommended-educational-resources-for-teaching-world-historyworld-religions-and-global-studies/
TheAbdelkaderProjectandStudentContest:http://www.abdelkaderproject.org/
Bouyerdene,A.EmirAbdelkader:HeroandSaintofIslam(2012).WorldWisdomBooks.
Kiser,JohnW..CommanderoftheFaithful.(2008).MonkfishBookPublishing.
Marston,Elsa.TheCompassionateWarrior(2013).WisdomTales.
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org100
[email protected]
Forfurtherinformation,[email protected]
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity
Moredetailsathttp://www.abdelkaderproject.org101
[email protected]
FoundationsofCivilSociety:ToleratingandAcceptingReligiousDiversity