Islamophobia is “irrational fear of, aversion to, or discrimination against Islam or people who practice Islam” (Merriam-Webster). Islamophobia is a form of racism that has grown worse over time, especially after Islamist terrorist attacks. Many of those who fear the religion or harm Muslims because of their beliefs don’t understand or try to understand Islam. A religion is a religion. We all have something we believe or don’t believe in. Just because someone is part of a religious community in which a few extreme members have committed harmful acts doesn’t make all Muslims dangerous. In order for students to grow up and understand this concept, teachers should provide students with resources that encourage them to learn about Islam and accept Muslims, and others of different religious backgrounds, in society. There are many resources available on the internet for teachers to use when teaching their class about Islamophobia. They’re not as hard to find as you might think! Lesson Plans Leaders 4SC Forces: Leaders 4SC provides a variety of Task Forces that provoke students to think critically about key issues as they roleplay as decision-makers and brainstorm well-detailed solutions. Each Task Force comes with step-by-step instructions, Google slide templates to be used with virtual breakout rooms, and topic-specific question to get students started. The activities can be completed either individually or as part of a group. A fun Task Force is Anti-Bullying Policies in Schools That Work. Countering Islamophobia: Teaching Tolerance published a lesson plan for high schoolers which “explores, confronts and seeks to deconstruct stereotypes and fears targeted at Muslims. In small groups, students will analyze myths and misconceptions about Muslims. They will also understand the meaning of Islamophobia and its effects on Muslims, watch a video to understand the impact of Islamophobia and create an anti-Islamophobia campaign to display in school.” The lesson provides objectives, enduring understandings, essential questions, a material list, vocabulary, a procedure for a warm-up and main activity, external resources, and more for teachers to use in the classroom. Toolkit for “Expelling Islamophobia”: Teaching Tolerance features a lesson plan which “outlines a six-step lesson plan using the short film American Muslims: Facts vs. Fiction. The purpose is to foster all students’ religious literacy and improve school climate for Muslim students and other vulnerable student groups.” The lesson provides an introduction, essential questions, a procedure, vocabulary, and an extension. The main goal of this toolkit is to get students talking about Islamophobia and the facts about Islam in a productive way and inclusive setting. Challenge Islamophobia Project: Teaching For Change provides four lessons about Islamophobia: What is Islamophobia? Interpersonal vs. Structural Discrimination, Black Muslims in the United States: An Introductory Activity, American Hate: Lessons from Survivors, and Black Athlete Protest: The Case of Mahmoud Abdul-Rauf. These lessons, rather than teaching a person about Islam, discuss the causes of Islamophobia. “…the lessons teach all of us to rethink what we know about the history of Muslims in the U.S., including the fact that Islamophobia is rooted in a history of racism and empire.” Articles

Your background, influences, religious observances, language, ideas, work environment, community experiences – all of these factors come together to create a unique individual, one who will contribute to a varied class of distinct individuals taking their place in a diverse world. First, because individuals bring their self-images or identities to each communicative encounter, every communication interaction is affected by their identities. For example, when elderly people converse with teenagers, both groups may have to accommodate for differences in their experiences and language use. Place identity is grounded in the same social cognitive processes underlying possible self schema. Social and environmental cues direct individuals to pay attention to external messages—beliefs, values, symbols, and affects—that are deemed self-referent. Location and opportunities are perhaps two of the most variable influences on our identities. The country we're born in, the town we live in and the community we're part of impact our sense of self. A person's understanding of their own cultural identity develops from birth and is shaped by the values and attitudes prevalent at home and the surrounding, noting that the cultural identity, in its essence, relates to our need to belong. Everyone needs to feel accepted and “at home” with a certain group. Personality traits, abilities, likes and dislikes, your belief system or moral code, and the things that motivate you — these all contribute to self-image or your unique identity as a person. Self-concept is an individual's knowledge of who he or she is. According to Carl Rogers, self-concept has three components: self-image, self-esteem, and the ideal self. Self-concept is active, dynamic, and malleable. It can be influenced by social situations and even one's own motivation for seeking self-knowledge. The lack of health and resulting lack of independence then leads to further implications in old age. Not only is health important in later life, it's also important now. You live and perform better when you are healthy. However, there are three aspects to personal development: physical, mental, and emotional. While you may automatically prioritize improving your mind and body, giving equal attention to all three areas is essential. Social connections and relationships are also a must-have for any personal development. After all, self-improvement is not a solitary pursuit. Humans are social creatures — we need that connection to learn and grow. And from social connections, we gain important skills. The five broad personality traits described by the theory are extraversion (also often spelled extroversion), agreeableness, openness, conscientiousness, and neuroticism.Nov 1, 2022