Segment from Islam and the U.S.

So, a Man Breaks Into a Mosque...

Anthropologist Nabeel Abraham tells host Brian Balogh about the fight between two Muslim communities over the future of a Dearborn, Mich., mosque in the 1960s and ’70s. Read more here.

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ED: This is BackStory. I’m Ed Ayers.

BRIAN: I’m Brian Balogh.

PETER: And I’m Peter Onuf. We’re talking today about the many currents of Islam across American history. We had a comment on our website from a listener named Rob in Birmingham, Alabama. He’s a convert to Islam and was kind enough to join us on the phone to tell us about his recent experience on a different radio show.

ROB (ON PHONE): I’d been asked to represent a Muslim perspective on a current event. And one of the things that struck me is after I went off the air, there was actually more than one caller who called and said, is he really American?

PETER: Yeah?

BRIAN: Who plays third base for the Yankees, Rob.

LAUGHTER

PETER: We don’t know that, do we?

BRIAN: No, I have no idea.

PETER: Well, Rob, maybe you could do share with us how you and the community that you worship with and the people you identify with as fellow Muslims have dealt with this perception, identification of the extreme with the mainstream. What do you say to each other?

ROB (ON PHONE): Well, first of all, we have gotten used to doing a lot of outreach. We’ve become more involved in interfaith and in inviting people in. Frankly, the community was largely immigrant and had pretty much kept to itself. And then 9/11 compelled a change, and we began to tell each other, we need to let people know what we’re really like. Because they’re just getting a lot of misinformation.

You know, it’s really extraordinary, the kinds of things you hear on talk radio or on other sources that are on the internet, that people say the Quran says this, and Muslims are all commanded to do that. And by the time that’s happened, we’ve lost the opportunity to influence people’s views who consume that. But we can invite them to meet us one-on-one, and that seems to be the most effective way.

PETER: So you’re actually– I’d risk the proposition, then, that because you’ve been forced, after 9/11, to have more of a public profile in your local community, in fact, that may have helped accelerate the assimilation of Muslim immigrants?

ROB (ON PHONE): That’s a very good point. I do want to point out that maybe a third of a typical metropolitan Muslim community is African American.

PETER: Right.

ROB (ON PHONE): In some places, more than that. But then there’s the large immigrant– or people who are second- or third-generation in this country. From my experience, the typical narrative would be a young male who comes to the US, frequently for the educational opportunities. And when they come here, they’re not necessarily very devout. But as they settle and raise a family– and often, they marry someone from another nationality, or they marry an American who may or may not have converted. And as they establish a family, they become more interested in the religion.

BRIAN: Well, I also think that in the case you’re talking about, many of these people had been in the majority, religion-wise. They took it for granted. And all of a sudden, they find themselves in a very distinct minority. And as you pointed out, they are often discriminated against. It does force you to reconsider that part of your identity, if you feel it’s under duress.

ROB (ON PHONE): Exactly.

ED: Rob, you point to the fact that there’s a great ethnic multiplicity within the Muslim community. I think that’s a unique thing. I mean, when Jews came here, they came from specific parts of the world. And when Catholics, they came in two waves– bot both times, from first Ireland, and then Southern Europe. How explicit is this acknowledgement of the different trajectories that people follow into the Muslim American community? How do you all negotiate that?

ROB (ON PHONE): Are you talking about differences in culture?

ED: And African American and immigrant, but also from South Asia and Middle Eastern. It strikes me that there’s a unique configuration among Muslims.

PETER: Well, you might even say a very American configuration.

ED: Right.

ROB (ON PHONE): Well, there’s an ideal in Islam that all Muslims belong to one community, and there’s no– no one takes priority because of their ethnic background. In America, you see congregations where that vision seems to be closer to the reality. And I’ve never really thought of it this way, but I think perhaps Muslims who are observant and who come to the mosque regularly are perhaps those to respond best to that. And those who would rather worship just with their own ethnic group may not turn out as often.

PETER: Oh, that’s interesting.

ROB (ON PHONE): But we do take pride in– you could say, you know, Friday at midday is the most integrated hour in American religion.

BRIAN: Thanks for talking to us today on radio, Rob.

ROB (ON PHONE): Thank you.

MUSIC PLAYING

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Islam and the U.S. Lesson Set

Note to teachers:

In the lesson material that follows, students will have the opportunity to develop and practice several of History’s Habits of Mind. The Habits of Mind provide life-long advantages. They help students build mature thought processes for both learning and living.

In learning about the Founding Fathers’ attitudes toward other religions and their acceptance and toleration of diverse religious beliefs, students can observe the impact made by individuals who have made a difference in history. These men were forerunners of the American way toward a religiously accepting and diverse society. Reading statements of the Founders about religious diversity helps students understand the significance of the past in shaping the present. Learning from primary sources gives authenticity to student learning. But a look at the frustrations of Adams and Jefferson as they attempt to deal with the Barbary States also shows the limitations of individual action and underscores the complexity of historical causation. Adams and Jefferson were representing a weak, disunited country, trying to achieve diplomatic ends on a severely limited budget. These lessons also provide excellent opportunities for students to comprehend the interplay of change and continuity in history. The dialogue between John Adams and Thomas Jefferson over whether military action or diplomatic activity is the best approach to dealing with the Barbary Pirates has echoes in our own time regarding the best approach to preventing a nuclear Iran. The compare and contrast activity for the Barbary Wars and the Gulf Wars also develops this Habit of Mind, as well as helping students to appreciate the often tentative nature of judgments about the past. It is important for students of history to realize that historians disagree. A variety of perspectives come into play as historians make judgments about the past. The research activity exposes students to a variety of secondary sources on the Barbary Wars. They will also develop independent research skills as they learn more about the Gulf Wars of our own time. In addition to developing History’s Habits of Mind and research skills, these lessons provide instruction in the Common Core competencies in reading and in writing arguments supported by evidence. Primary sources appear in both their original form and in modified versions to afford readers with various strengths the opportunity to read documents from the past. Students need guidance in learning how to frame an argument and express a position supported by evidence. The discipline of history is particularly well-suited for developing these skills.