The following is a list of annotated resources that we hope will inspire ideas and ignite dialogue. Included are suggestions for student action and activity. By no means is this a definitive list. Rather, it is intended to assist you as you develop your own tools for rethinking your curriculum and implementing change.

PART 1: Dealing with Trauma and the Implications of Terrorism
Before using September 11^th as a "teachable" moment, the horror, sadness, fear, and hatred that may arise need to be acknowledged and dealt with. The American Psychological Association, suggest activities for the classroom.

For resources and lesson plans (for all grades) to help make sense of September 11^th, see:
 

	The New York Times Developed in partnership with The Bank Street College of Education.
	National Council for the Social Studies Devoted to social studies education, NCSS provides relevant media links, curriculum resources, and commentary written by educators.
	Educators for Social Responsibility A national leader in teaching for equity and justice, ESR provides numerous links and suggestions for teacher, student, and community action.

To address issues of tolerance and blame in your classroom, see:
 

	Beyond Blame: Reacting to the Terrorist Attack. A mini-curriculum for middle and high school students. Education Development Center Inc., 2001. A draft curriculum developed by a leading non-profit education organization assists teachers in guiding students away from blame and towards an exploration of justice. Call 617-618-2700 for a hard copy, or visit www.edc.org.
	Teaching Tolerance An education project developed by the Southern Poverty Law Center supports educators as they promote respect for difference and appreciation for diversity. Available are resources, lesson plans, and testimonials from people who have experienced hate since September 11th.
Classroom Ideas Your students may be asking, "Why did this happen to America? And what do we do now?" Answers lie in understanding the United States within a global context. Consider using recent events as an opportunity to broaden students' understanding of current events and develop their skills of analysis. Make a habit of asking students to read the newspaper and encouraging them to search the local newsstand (or the Internet) for newspapers that they have never seen or read before. Have students look for several articles on one issue and encourage them to notice how the articles differ. Structure a time to talk about the day's international events. Ask students, "Do you agree with the perspective of the article? What historical or contemporary facts do you need to know to help you make sense of the event?"

PART 2: Teaching About the Middle East and Central Asia
In response to the lack of information, as well as the misinformation, our students and many adults have about the Middle East and Central Asia, it is crucial that we commit to teaching about the complexity and diversity of this region.

For resources on the Middle East, Afghanistan, and Central Asia, see:
 

	The Harvard University Center for Middle Eastern Studies This site is an information clearinghouse and an excellent place to start.
	Interactive Central Asia Resource Project A catalogue of resources on Central Asia collected by the University of Hawaii.

For teaching strategies and lesson plans, see:
 

	Teaching About Islam and Muslims in the Public School Classroom This site is an information clearinghouse and an excellent place to start.

To dispel myths about Arab Americans, older students should see:
 

	100 Questions and Answers About Arab Americans A comprehensive list developed by the Detroit Free Press.
	Tales from Arab Detroit An award-winning video about the world of Arab American teenagers, who try to cope with being part of two different cultural traditions. Available from New Day Films at 201-652-6590. The rental fee is $50.

Readings for younger students include:
 

	Curtis, Chara, ill. Rebecca Hyland. No One Walks on My Father's Moon. WA: Voyage Publishing, 1996. A story about a young Muslim boy learning to see through other's eyes.
	Ellis, Deborah. The Breadwinner. Toronto: Groundwood Books, 2001. A story of a young girl's life in Afghanistan under the Taliban regime.
	Marston, Elsa. Muhammad of Mecca: Prophet of Islam. NY: Franklin Watts, 2001. This book is an excellent source on the life of Muhammad and the tenets of Islam.
Classroom Ideas Move away from the stereotypes students may have of Muslims and the Arab world, and create lessons that look at the cultural and religious diversity within these groups. Discuss words seen and heard in the media: Muslim, Islam, Arab, Sikh. Use the Internet and the resources mentioned to start conversations about these terms. Ask students to consider how these words shape people's thoughts and actions. Extend the conversation and look at the ways in which we define other cultural and religious groups, for example: Hindus, Jews, Catholics. How are these groups described and portrayed? Students might wish to create "ad campaigns" designed to help people better understand these terms.

PART 3: Teaching to Respect Diversity
Moving beyond September 11^th will mean thinking about ourselves in the context of others. A commitment to integrating perspective and critical thinking into the classroom will be essential.

Begin the process by reading one of the following as inspiration for rethinking the role of educator and instilling respect for different cultures in the classroom:
 

	Howard, Gary R. We Can't Teach What We Don't Know. White Teachers, Multiracial Schools. WA: REACH Center for Multicultural Education, 2001. A provocative read suggesting that teachers can not "transform" students until they change their own thinking and actions.
	Rethinking Our Classrooms. Teaching for Equity and Justice. WI: A Rethinking Schools Publication, 1994. An assortment of essays and hands-on examples for teaching the value of community, justice, and equity.