Spring 2025 MENA389 Syllabus

MIDDLE EASTERN ETHNIC AND RELIGIOUS MINORITIES

ANTH/HIST/JUS/MENA/POL/RELI 389

Spring 2025: Seven Week Second Session, Fully Online

Yigit Bayman, PhD Candidate

yigitb@arizona.edu

School of Middle Eastern and North African Studies

Room 440, Marshall Building, 845 N Park Ave, Tucson, AZ 85719

Office hours: via Zoom by appointment

Course Description: Overview of ethnic and religious minorities in the contemporary Middle East, study of ethnic and religious diversity and its origin and manifestations in the modern Middle East. Examination of how the concept of religious and ethnic minority has emerged as a key factor in state policies towards minorities as well as the cultural, economic, political, religious, and educational lives of its people. This is a condensed course that is designed to be taught over the course of a full semester.

Course Objectives: in this course students will:

1. Analyze the dynamic and contested trajectory of the concept of “minority” in the MENA region.
2. Apply paradigms of nationalism and imperialism, minority/majority relations, space, representation, intersectionality, and international connections to analyze the experiences of MENA minorities.
3. Explore case studies demonstrating the extensive diversity of MENA minorities.
4. Construct a community of learning by co-creating knowledge through learning activities and reflecting on their own learning, prior knowledge, and expected future applications of this knowledge.

Learning Outcomes: after completing this course, students will be able to

1. Explain the historical trajectories of the concept of ‘minority’ in the MENA region.
2. Apply a range of theoretical paradigms to examination of historical and contemporary topics.
3. Contextualize experiences of minority communities in the MENA region in specific and contingent historical developments.
4. Evaluate scholarly literature and primary sources to understand how knowledge about the past and present is created.

Teaching Methods and Learning Process:

• This course is fully online and asynchronous. Learning activities are to be completed at your pace provided you submit them by the deadlines. There are no synchronous (real-time) course meetings or activities.

Course Prerequisites:

• There are no prerequisites for this class, although background knowledge about the Middle East and North Africa is helpful. Please contact the instructor if you have questions about this.

Course Materials and Textbooks:

• All readings or videos will be posted or have links posted on D2L. Most are available electronically through the University of Arizona Library (https://new.library.arizona.edu). You do not need to purchase any texts for this course.

Equipment Requirements:

• As this course is online asynchronous and utilizes a discussion board, learners will need: regular internet access to D2L; ability to read PDFs posted to D2L or accessed via the library website; word processing software to post on the course discussion board; software to view and listen to videos posted by the instructor, including video material linked through the library; and access to Zoom for virtual office hours. If you anticipate difficulty accessing any of these materials, please contact the instructor at the start of the course.
• University of Arizona students are able to borrow laptops and other technology at the University of Arizona library. Please see https://lib.arizona.edu/borrow/tech/pc-laptop for further details.
• The University of Arizona IT support service is available at https://it.arizona.edu/get-support, at (520) 626-8324 (TECH) or (877) 522-7929, and support for D2L is available at (520) 626-6804 or D2L@email.arizona.edu

Course Assignments and Grades:

• Weekly Annotations and videos                                35% (%5 each)
• Weekly Discussion posts                               35% (%5 each)
• Final Paper Research Question and Annotated Bibliography 10%
• Final Research Paper                                     20%
• Total                                                               100%

Grading Scale:

• A=90-100; B=80-89; C=70-79; D=60-69; E=below 60

Assignment Information:

Feedback Fruit Annotations and Discussion Posts (%70 total)

Seven week annotations % 35 ( % 5 each)

Each Reading Annotation

%20 has viewed

%20 completed assignment

%30 made annotations for all topics

% 30 made the required number of annotations

Seven discussion post %35 ( %5 each)

2-3 paragraphs informed and argumentative discussion post on D2L course site

• Your post will be based on the weekly readings and videos
  • You are not asked to summarize the readings
  • Critique the weekly sources
  • Articulate your interpretation with your own words

Final Paper Research Question and Annotated Bibliography %10      (Due to 13 April 2025 – Midnight)

You are expected to write well formulized and thoughtful research question for your final paper deriving from the library search and class readings and videos.

You will be graded based on

• How your research question suitable for the scope of the final paper in terms of the writing time and length of the paper

Also, you should make the library research and build an annotated bibliography of the at least 5 scholarly sources that are different from the assigned readings. The annotation for each source will be 1-2 paragraphs.

• You should refer the at least two scholarly sources that are not present in the syllabus.
• You can refer to further readings.
• You cannot refer to the required readings.

You will be graded based on

• Explanation of why you chose the sources
• Description of how you will utilize the sources in your final paper research process
• Library research and ability to find scholarly sources; academic books, book chapters and peer reviewed journal articles etc.

Instruction:

1. You will generate research question with the Microsoft CoPilot. (see Generate Topics for Your Research Paper with ChatGPT )
2. Show your thinking process in terms of your prompts to command CoPilot
3. Indicate the final version of your research question
4. Make library research

For Final Paper %20           ( 7 May 2025 – Midnight)

1. Ask the CoPilot to write a 500 words paper as a response to your research question
2. You will write 5 pages critique and revision for CoPilot paper
   1. Identify the biases and stereotypes
   1. Identify the accuracy issues and factual errors
   1. Revise the CoPilot paper, show how you can write better
   1. For all identification and revision, refer to your reliable academic sources coming from the syllabus and your library research

You will be graded based on:

1. Historical Context:
   1. Research the historical background of the minority group, including their origins, migrations, and significant historical events that have shaped their identity.
2. Demographic Information:
   1. Gather data on the population size, geographic distribution, and demographic trends of the minority group.
3. Cultural Practices:
   1. Explore the group’s cultural practices, traditions, language, religion, and social norms. Understanding these aspects can provide insight into their identity and way of life.
4. Political and Legal Status:
   1. Examine the political and legal status of the minority group within their country. This includes their rights, representation, and any legal protections or restrictions they face.
5. Socio-Economic Conditions:
   1. Analyze the socio-economic conditions of the minority group, including their access to education, employment, healthcare, and housing. Identify any disparities or inequalities they experience.
6. Intergroup Relations:
   1. Investigate the relationships between the minority group and the majority population, as well as other minority groups. This includes instances of cooperation, conflict, and integration.
7. Challenges and Issues:
   1. Identify the key challenges and issues faced by the minority group, such as discrimination, marginalization, or violence. Consider both internal and external factors contributing to these challenges.
8. Contributions and Achievements:
   1. Highlight the contributions and achievements of the minority group in various fields, such as culture, politics, economy, and social movements.

Critique the sources

• Recognize the main arguments of the authors
  • Identify the authors’ research methods
  • Classify the authors’ primary sources

Writing

• How coherent is your essay
  • Articulation of vocabularies learned during the course
  • Grammar, spelling, punctuation, and syntax
  • How properly cited your sources

REMEMBER: What you turn in is your responsibility. The inaccuracy, factual errors and delusional sources are your responsibility

Dispute of Grade Policy:

• If you wish to dispute your grade on a test or assignment, please notify the instructor within one week of the grade being posted on D2L.

Late Penalties:

• Late submissions will lose one letter grade for every day they are late. Please contact me ahead of time if you anticipate being late due to extenuating circumstances and we can discuss potential extensions.
• The weekly discussion post submission on time is particularly important, because timely submission allows the other students to respond.
   

COURSE AND UNIVERSITY POLICIES

Threatening Behavior Policy: The University seeks to promote a safe environment where students and employees may participate in the educational process without compromising their health, safety, or welfare. The Arizona Board of Regents (ABOR) Student Code of Conduct, ABOR Policy 5-308, prohibits threats of physical harm to any member of the University community, including to one’s self. Threatening behavior can harm and disrupt the University, its community, and its families. See https://policy.arizona.edu/education-and-student-affairs/threatening-behavior-students.

UA Nondiscrimination and Anti-Harassment Policy: The University of Arizona is committed to creating and maintaining an environment free of discrimination. In support of this commitment, the University prohibits discrimination, including harassment and retaliation, based on a protected classification, including race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity, or genetic information. The University encourages anyone who believes they have been the subject of discrimination to report the matter immediately as described in the section below, “Reporting Discrimination, Harassment, or Retaliation.” All members of the University community are responsible for participating in creating a campus environment free from all forms of prohibited discrimination and for cooperating with University officials who investigate allegations of policy violations. See https://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-policy.

Academic Integrity Policy: Students are expected to complete their own work. Plagiarism and cheating will be reported and may result in a failing grade. If you have questions about citations or academic honesty, please examine the University of Arizona Library’s online guides on citations and avoiding plagiarism at https://new.library.arizona.edu/research/citing/plagiarism and https://libguides.library.arizona.edu/citing. If you still have questions or concerns after consulting these resources, please contact me prior to submitting your work. See https://deanofstudents.arizona.edu/policies/code-academic-integrity.

Accommodations for Students with Disabilities: At the University of Arizona, we strive to make learning experiences as accessible as possible. If you anticipate or experience barriers based on disability or pregnancy, please contact the Disability Resource Center (520-621-3268, https://drc.arizona.edu/) to establish reasonable accommodations. See https://drc.arizona.edu/instructors/syllabus-statement.

Class Participation and Absences: Since this is an online asynchronous class, your participation will be evaluated by completion of the online discussion board and lecture quizzes. If you anticipate being unable to participate in class online activities or are unexpectedly unable to participate in class online activities, please contact me as soon as possible. If you are experiencing unexpected barriers to your success in your courses, the Dean of Students Office is a central support resource for all students and may be helpful. The Dean of Student’s Office is located in the Robert L. Nugent Building, Room 100, or 520-621-7057.

Incomplete (I) or Withdrawal (W): Requests for incomplete (I) or withdrawal must be made in accordance with University policies, which are available at https://catalog.arizona.edu/policy/grades-and-grading-system#incomplete and https://catalog.arizona.edu/policy/grades-and-grading-system#Withdrawal.

Notification of Objectional Materials: This course will contain material of a mature nature, which may include explicit language, depictions of nudity, sexual situations, and/or violence. The instructor will provide advance notice when such materials will be used. Students are not automatically excused from interacting with such materials, but they are encouraged to speak with the instructor to voice concerns and to provide feedback.

Subject to Change Statement: Information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.

Confidentiality of Student Records: See http://www.registrar.arizona.edu/personal-information/family-educational-rights-and-privacy-act-1974-ferpa?topic=ferpa

Additional Resources for Students:

Campus Health (http://www.health.arizona.edu/): Campus Health provides quality medical and mental health care services through virtual and in-person care. Phone: 520-621-9202

Counseling and Psych Services (CAPS) (https://health.arizona.edu/counseling-psych-services): CAPS provides mental health care, including short-term counseling services. Phone: 520-621-3334

The Dean of Students Office’s Student Assistance Program (http://deanofstudents.arizona.edu/student-assistance/students/student-assistance): Student Assistance helps students manage crises, life traumas, and other barriers that impede success. The staff addresses the needs of students who experience issues related to social adjustment, academic challenges, psychological health, physical health, victimization, and relationship issues, through a variety of interventions, referrals, and follow up services. Email: DOS-deanofstudents@email.arizona.edu. Phone: 520-621-7057

Survivor Advocacy Program (https://survivoradvocacy.arizona.edu/): The Survivor Advocacy Program provides confidential support and advocacy services to student survivors of sexual and gender-based violence. The Program can also advise students about relevant non-UA resources available within the local community for support. Email: survivoradvocacy@email.arizona.edu. Phone: 520-621-5767

Campus Pantry (https://campuspantry.arizona.edu/): Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live and believes this may affect their performance in the course, is urged to contact the Dean of Students for support. In addition, the University of Arizona Campus Pantry is open for students to receive supplemental groceries at no cost. Please see their website at: for open times.

Week 1 – Historical Background and Formation of the Minority Concept (Annotations and Discussion posts due to 23 March)

Required Readings

Robson, Laura. Minorities and the Modern Arab World New Perspectives. First edition., 2016. – Introduction

Rowe, Paul S. Routledge Handbook of Minorities in the Middle East. First edition., 2018. –  Chp. Introduction.

White, Benjamin Thomas. The Emergence of Minorities in the Middle East : The Politics of Community in French Mandate Syria. 1st ed., 2011. – Chp. 2.

Further Reading

Wimmer, Andreas. “The Making and Unmaking of Ethnic Boundaries: A Multilevel Process Theory.” The American journal of sociology 113.4 (2008): 970–1022. Web.

Brubaker, Rogers, and Frederick Cooper. “Beyond “Identity”.” Theory and Society 29, no. 1 (2000): 1–47. doi:10.1023/A:1007068714468.

Sharkey, Heather J. A History of Muslims, Christians, and Jews in the Middle East. 1st ed. Vol. 6. Cambridge: Cambridge University Press, 2017. doi:10.1017/9781139028455. – Chp. 1,2.

Karen Barkey & George Gavrilis (2016) The Ottoman Millet System:

Non-Territorial Autonomy and its Contemporary Legacy, Ethnopolitics, 15:1, 24-42, DOI:

10.1080/17449057.2015.1101845

Week 2 – Kurds (Annotations and Discussion Post due to 30 March)

Required Readings

Rowe, Paul S. Routledge Handbook of Minorities in the Middle East. First edition., 2018. –  Chp. 19 The Kurds in the Middle East.

McDowall, David. A Modern History of the Kurds. Fourth edition., 2021. – Chp. 26

Tekdemir, Omer. “The Social Construction of ‘many Kurdishnesses’: Mapping Sub-Identities of ‘EU-Ising’ Kurdish Politics.” Ethnicities 19, no. 5 (2019): 876–900. doi:10.1177/1468796818786320.

‘Greater Kurdistan’: The history of Kurdish independence | Dr Zeynep Kaya | The Big Picture EP10 |

https://www.youtube.com/watch?v=rv4Mb5QmWo8&t=382s

Syria reaches historic deal to integrate Kurdish-led SDF into state institutions

Jailed PKK leader tells group to lay down arms, end conflict with Turkiye

Further Readings

Ors, Duygu. “Intellectual Kurdistanbul – Approaching Istanbul As A Diasporic Experience.” Journal of Ethnic and Cultural Studies 6, no. 2 (2019): 83–93. doi:10.29333/ejecs/256.

King, Diane E. Kurdistan on the Global Stage: Kinship, Land, and Community in Iraq. 1st ed. United States: Rutgers University Press, 2013. doi:10.36019/9780813563541. – Chp. 4

Shatzmiller, Maya. Nationalism and Minority Identities in Islamic Societies. Montreal ; Ithaca: McGill-Queen’s University Press, 2005. – Chp. 10

Tezcür, Güneş Murat, and Peyman Asadzade. “Ethnic Nationalism Versus Religious Loyalty: The Case of Kurds in Iran.” Nations and Nationalism 25, no. 2 (2019): 652–72. doi:10.1111/nana.12424.

Djene Rhys Bajalan (2016) Princes, Pashas and Patriots: The Kurdish

Intelligentsia, the Ottoman Empire and the National Question (1908–1914), British Journal of Middle Eastern Studies, 43:2, 140-157, DOI: 10.1080/13530194.2016.1138639

Hevian, Rodi. “THE MAIN KURDISH POLITICAL PARTIES IN IRAN, IRAQ, SYRIA, AND TURKEY: A RESEARCH GUIDE.” Middle East Review of International Affairs MERIA 17, no. 2 (2013): 94–95.

Tekdemir, Omer. “The Social Construction of ‘many Kurdishnesses’: Mapping Sub-Identities of ‘EU-Ising’ Kurdish Politics.” Ethnicities 19, no. 5 (2019): 876–900. doi:10.1177/1468796818786320.

Sherko Kirmanj & Aram Rafaat (2021) The Kurdish genocide in

Iraq: the Security-Anfal and the Identity-Anfal, National Identities, 23:2, 163-183, DOI:

10.1080/14608944.2020.1746250

Shahram Akbarzadeh, Zahid Shahab Ahmed, Costas Laoutides & William

Gourlay (2019) The Kurds in Iran: balancing national and ethnic identity in a securitised

environment, Third World Quarterly, 40:6, 1145-1162, DOI: 10.1080/01436597.2019.1592671

Stansfield, Gareth R. V., and Mohammed Shareef. The Kurdish Question Revisited, 2017. – Chp. 22

Week 3 Alavis and Alawites (Annotations and Discussion post due to 6 April)

Required Readings

Brown, Sara E., and Stephen D. Smith. The Routledge Handbook of Religion, Mass Atrocity, and Genocide, 2022. – Chp. 6

Shankland, David. The Alevis in Turkey : the Emergence of a Secular Islamic Tradition, 2003. – Chp. Intro, 1.

Afzal Upal, Muhammad, and Carole M. Cusack. Handbook of Islamic Sects and Movements. Vol. 21. Leiden: Brill, 2021. doi:10.1163/9789004435544. – Chp. 12

Dr. Ayfer Karakaya-Stump On The Alevis And Their Struggle For Equal Rights In Turkey

What threat does the surge in violence in Syria pose? | Inside Story

Further Readings

Kerr, Michael, and Craig Larkin. The Alawis of Syria : War, Faith and Politics in the Levant, 2016. – Chp. 1

Aslam Farouk-Alli (2014) Sectarianism in Alawi Syria: Exploring the

Paradoxes of Politics and Religion, Journal of Muslim Minority Affairs, 34:3, 207-226, DOI:

10.1080/13602004.2014.946761

Yvette Talhamy (2010) The Fatwas and the Nusayri/Alawis of Syria, Middle

Eastern Studies, 46:2, 175-194, DOI: 10.1080/00263200902940251

Gharipour, Mohammad. Sacred Precincts : the Religious Architecture of Non-Muslim Communities Across the Islamic World, 2015. – Chp. 4

Markussen, Hege Irene. Alevis and Alevism : Transformed Identities, 2010. – Chp. 4, 7

Postel, Hashemi, Postel, Danny, and Hashemi, Nader. Sectarianization : Mapping the New Politics of the Middle East, 2017. – Chp. 7

Week 4 – Yazidies (Annotations and Discussion Post due to 13 April)

Brown, Sara E., and Stephen D. Smith. The Routledge Handbook of Religion, Mass Atrocity, and Genocide, 2022. – Chp. 34.

Isakhan, Benjamin, and Sofya Shahab. “The Islamic State’s Destruction of Yezidi Heritage: Responses, Resilience and Reconstruction after Genocide.” Journal of Social Archaeology 20, no. 1 (2020): 3–25. doi:10.1177/1469605319884137.

Majid Hassan Ali (2020) The identity controversy of religious minorities

in Iraq: the crystallization of the Yazidi identity after 2003, British Journal of Middle Eastern

Studies, 47:5, 811-831, DOI: 10.1080/13530194.2019.1577129

Rowe, Paul S. Routledge Handbook of Minorities in the Middle East. First edition., 2018. – Chp. 11.

Surviving ISIS: The hunt for the missing Yazidis | Foreign Correspondent

Further Readings

Rodziewicz, Artur. Eros and the Pearl : The Yezidi Cosmogonic Myth at the Crossroads of Mystical Traditions. 1st ed., 2022. – Chp. 2.

Week 5 – Copts (Annotations and Discussion Post due to 20 April)

Required Readings

Rowe, Paul S. Routledge Handbook of Minorities in the Middle East. First edition., 2018. – Chp. 6

Shatzmiller, Maya. Nationalism and Minority Identities in Islamic Societies. Montreal ; Ithaca: McGill-Queen’s University Press, 2005. – Chp. 2

Coptic Orthodox Church | Documentary

Further Readings

Rey, Virginie. The Art of Minorities : Cultural Representation in Museums of the Middle East and North Africa, 2020. – Chp. 9

Wilfong, Terry G. “The Non-Muslim Communities: Christian Communities.” In The Cambridge History of Egypt, 1:175–97. Cambridge: Cambridge University Press, 1998. doi:10.1017/CHOL9780521471374.008.

Week 6 – Druzes and Arabs in Israel (Annotations and Discussion Post due to 27 April)

Required Readings

Nisan, Mordechai. “The Druze in Israel: Questions of Identity, Citizenship, and Patriotism.” The Middle East Journal 64, no. 4 (2010): 575–96. doi:10.3751/64.4.14.

Sammy Smooha (1990) Minority status in an ethnic democracy:

The status of the Arab minority in Israel, Ethnic and Racial Studies, 13:3, 389-413, DOI:

10.1080/01419870.1990.9993679

Yusri Hazran (2013) Re-confessionalising the Shi‘ites and the Druzes: The

Failure of Secularism in Lebanon, British Journal of Middle Eastern Studies, 40:2, 162-182, DOI:

10.1080/13530194.2013.790292

Further Readings

Firro, Kais M. “The Druze Faith: Origin, Development and Interpretation.” Arabica 58, no. 1–2 (2011): 76–99. doi:10.1163/157005811X550309.

Henley, Alexander D.M. “Religious Authority and Sectarianism in Lebanon.” In Beyond Sunni and Shia, 283–302. Oxford University Press, 2018. doi:10.1093/oso/9780190876050.003.0013.

Week 7 Syrian Refugees (Annotations and Discussion Posts due to 4 May)

Required Readings

Janmyr, Maja. “Precarity in Exile: The Legal Status of Syrian Refugees in Lebanon.” Refugee Survey Quarterly 35, no. 4 (2016): 58–78. doi:10.1093/rsq/hdw016.

Cetinoglu, Talita. “’New’ Humanitarianisms and Programming: The Encounter of Turkey and Europe with Syrian Refugees.” Conflict, Security & Development 19, no. 3 (2019): 289–94. doi:10.1080/14678802.2019.1608025.

Zeno, Basileus. “Dignity and Humiliation: Identity Formation Among Syrian Refugees.” Middle East Law and Governance 9, no. 3 (2017): 282–97. doi:10.1163/18763375-00903006.

Further Readings

Hudson, Leila. “Liquidating Syria, Fracking Europe.” Middle East Policy 22, no. 4 (2015): 22–39. doi:10.1111/mepo.12155.

Yamaner, Onur. Syrian Female Refugees in Turkey Intersectional Marginalization. 1st ed. Leverkusen: Verlag Barbara Budrich, 2021. – Chp. 2

Gough, Hannah A., and Katherine V. Gough. “Disrupted Becomings: The Role of Smartphones in Syrian Refugees’ Physical and Existential Journeys.” Geoforum 105 (2019): 89–98. doi:10.1016/j.geoforum.2019.05.012.

Syrian refugee crisis in Jordan and Lebanon: Impacts and Implications

Lupieri, Sigrid. “When ‘brothers and Sisters’ Become ‘foreigners’: Syrian Refugees and the Politics of Healthcare in Jordan.” Third World Quarterly 41, no. 6 (2020): 958–75. doi:10.1080/01436597.2020.1723414.

Lesson Plan Fall 2025 MENA160

Your Name	Yigit Bayman
Your Role (GTA, adjunct, guest speaker, etc)	GTA
Course Name and Number	Global Islam MENA160
Topic/Lesson	sufism
Date, Time & Location	24 october 1 pm east biology 314
Number of Students	6-8

Learning Outcomes (learning behavior + content + means/strategies):

By the end of this lesson, students will be able to:

1. Explain the main ideas and goals of Sufism in Islam.
   
   
2. Identify key figures, practices, and symbols in Sufi tradition.
   
   
3. Analyze a short primary source (poem or text) to interpret Sufi perspectives on divine love and spirituality.
   
   
4. Reflect on how Sufi thought and practice express universal human quests for meaning.

Materials Needed (room equipment, materials for activities, etc.):

handout

computer internet

presenter

Is there a particular aspect of teaching or this lesson that you are changing, thinking about, or want to discuss?

Lesson Plan

Time	Outcome(s)	Instructor –  What I Will Do	Learners –  What They Will Do	Assessment – How I will Measure/Observe Learning
5 min	Warm-Up & Engagement	Display an image or play a short video of Sufi whirling. and ask What emotions or ideas do you think this ritual expresses?	Students share quick reactions verbally	no need for assessment
10 mrin	Present key background information:	Lecture : The emergence of Sufism in early Islamic centuries. Core concepts: tariqa (path), dhikr (remembrance), fanā’ (annihilation of self in God). Important figures: Rūmī, al-Ghazālī, Ibn ‘Arabī. Show videos about The role of music, poetry, and ritual.	Listen and take notes	the student participation in the upcoming activity will reflect he effectiveness
15 min	Group Analysis of Primary Source	I will deliver hand out extracts from the Rumi poets I will ask What is the central message of the text? How does it reflect the Sufi view of the divine-human relationship? What emotions or metaphors are used to express spirituality?	Students form small groups of 3–4. Each group reads a short poem or passage.   Groups summarize their interpretations	student participation and the summarizes of the interpretations
10 min	Whole-Class Discussion	Invite groups to share their insights. Facilitate discussion connecting ideas to broader themes: The concept of divine love across religions. The balance between law (sharī‘a) and mysticism (haqīqa). Sufism as both personal and communal experience. summarizes key takeaways on the board.	share their ideas	student participation
10 min	Reflective Exit Activity	I make students scan qr code with their smartphones. The qr code will link them to blank google doc I will ask “How do Sufi ideas of divine love and self-transcendence compare to other spiritual or philosophical traditions you know?”	students will write their responses separately and in their own words	the responses on the google doc

How is this lesson reflective of evidence-based practices? For example, describe active learning techniques, technology choices, specific learning strategies, alignment between learning objectives, assessments, and student experiences, universal design for learning, the promotion of equity and inclusion, or any other practice you intentionally demonstrated in your lesson. 

This lesson on Sufism reflects multiple evidence-based instructional practices grounded in learner-centered and universal design frameworks. The lesson intentionally integrates active learning techniques, multimodal engagement, and inclusive design to ensure that all students can access, process, and express understanding of the content.

Active Learning and Engagement:
 Rather than relying solely on lecture delivery, students are engaged through brief multimedia prompts, discussion questions, and group analysis of primary sources. For example, the lesson begins with a short video of Sufi whirling and an open-ended question—“What emotions or ideas do you think this ritual expresses?”—to activate prior knowledge and curiosity. Students then participate in small-group analysis of a Rūmī poem, interpreting its spiritual meaning collaboratively. These activities align with evidence showing that student engagement and peer discussion improve retention and higher-order thinking.

Alignment between Objectives, Learning Activities, and Assessments:
 Each activity in the lesson directly supports the stated learning objectives. Students’ ability to explain core ideas of Sufism, identify key figures, and analyze a primary text is developed through scaffolded instruction: short lecture (knowledge acquisition), small-group interpretation (application and analysis), and reflective exit writing (synthesis). The exit reflection serves as formative assessment, allowing the instructor to gauge conceptual understanding and emotional engagement.

Universal Design for Learning (UDL):
 The lesson applies UDL principles by providing multiple means of representation, engagement, and expression.

• Representation: Concepts are presented through visuals (slides, art, calligraphy), auditory elements (music, short videos), and textual materials (handouts and quotes).
  
  
• Engagement: Students connect emotionally through music and poetry while intellectually analyzing historical and theological contexts.
  
  
• Expression: Learners express understanding through speech, writing, or digital responses, offering flexible participation modes for diverse learners.
  
  

Use of Technology:
 Technology supports accessibility and interaction. Slides integrate visuals and captions, short videos provide cultural context. These tools foster multimodal learning and accessibility for students with different sensory and cognitive preferences.

Equity and Inclusion:
 The topic of Sufism is presented as a diverse and humanistic tradition within Islam, emphasizing shared human quests for love, peace, and meaning. The lesson highlights the voices of both male and female Sufis (such as Rābiʿa al-ʿAdawiyya) and situates Islamic mysticism within broader interreligious and intercultural conversations. Learners are encouraged to connect Sufi concepts to their own spiritual or philosophical experiences, affirming cultural inclusivity and personal relevance.

Overall Pedagogical Intent:
 By integrating short lectures, multimedia prompts, collaborative learning, and reflective writing, the lesson creates a dynamic and inclusive environment that values student voice and promotes higher-order thinking. The design reflects research-based best practices that emphasize active engagement, formative feedback, and multimodal learning to deepen both intellectual and empathetic understanding of Sufism.

Rubric Fall 2024 MENA354

Final Paper Research Question and Annotated Bibliography (10%)

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Research Question	Well-formulated, clear, and relevant to the final paper scope. Demonstrates deep understanding of the topic.	Clear and relevant but may lack depth or precision.	Relevant but somewhat vague or broad.	Unclear or not relevant to the final paper scope.
Annotated Bibliography	Includes at least 5 scholarly sources, well-explained choices, and clear utilization in research.	Includes 5 scholarly sources with good explanations and utilization.	Includes fewer than 5 sources or lacks clear explanations/utilization.	Lacks sufficient sources or explanations are unclear.
Library Research	Demonstrates excellent ability to find and use scholarly sources.	Good ability to find and use scholarly sources.	Satisfactory ability to find and use scholarly sources.	Poor ability to find and use scholarly sources.

Video Demonstration (8%)

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Authenticity of Ingredients	Uses authentic ingredients accurately representing the dish.	Uses mostly authentic ingredients with minor inaccuracies.	Uses some authentic ingredients but with notable inaccuracies.	Uses few or no authentic ingredients.
Cooking Methods	Applies cooking methods accurately and effectively.	Applies cooking methods with minor errors.	Applies cooking methods with several errors.	Incorrectly applies cooking methods.
Narration	Clear, engaging, and informative narration throughout the video.	Clear narration with minor lapses in engagement or information.	Narration is somewhat clear but lacks engagement or information.	Unclear or unengaging narration.
Visual Materials	Excellent use of visual materials to enhance understanding.	Good use of visual materials with minor improvements needed.	Satisfactory use of visual materials but lacks effectiveness.	Poor use of visual materials, does not enhance understanding.

Foodways Paper (20%)

Criteria	Excellent (4)	Good (3)	Satisfactory (2)	Needs Improvement (1)
Analysis of Dish Formation	Thorough analysis with deep insights into the dish’s formation.	Good analysis with some insights into the dish’s formation.	Basic analysis with limited insights into the dish’s formation.	Poor analysis lacking insights into the dish’s formation.
Ingredients’ Origin	Clearly articulates the origin of all ingredients with detailed explanations.	Articulates the origin of most ingredients with good explanations.	Articulates the origin of some ingredients with basic explanations.	Fails to articulate the origin of ingredients clearly.
Cultural Interaction	Identifies cultural interactions comprehensively and insightfully.	Identifies cultural interactions with some insights.	Identifies cultural interactions but lacks depth or insight.	Fails to identify cultural interactions clearly or insightfully.
Social Stratification Connection	Clearly connects the dish to social stratification with detailed examples.	Connects the dish to social stratification with some examples.	Basic connection between the dish and social stratification.	Fails to connect the dish to social stratification clearly.
Use of Visual Materials	Excellent use of photos and visuals to support arguments.	Good use of photos and visuals with minor improvements needed.	Satisfactory use of photos and visuals but lacks effectiveness.	Poor use of photos and visuals, does not support arguments.
Source Critique	Thorough critique of sources recognizing main arguments and methods.	Good critique of sources recognizing main arguments and methods.	Basic critique of sources recognizing some arguments and methods.	Poor critique of sources lacking recognition of arguments and methods.
Writing Quality	Highly coherent essay with excellent vocabulary usage, grammar, spelling, punctuation, syntax, and proper citations.	Coherent essay with good vocabulary usage, grammar, spelling, punctuation, syntax, and proper citations.	Basic coherence in essay with satisfactory vocabulary usage, grammar, spelling, punctuation, syntax, and proper citations.	Lacks coherence in essay with poor vocabulary usage, grammar, spelling, punctuation, syntax, or improper citations.