Muslims in Europe: - International Institute - University of Michigan

What is a European? : Europe and Muslim Identity
Overview of Lesson: Through brainstorming, discussion, definition of terms, historical
background, and article analysis, students will examine what it means to be a European and how
Muslims in Europe and Europeans are struggling with nationalism and identity issues. This
lesson should take 1-2 class periods.
Objectives:
1. Students will describe and discuss what it means to identify with a region – what it means to
be an “American” or a “European,” and students will identify problems associated with defining
these terms.
2. Students will define “ethnic identity” and “civic identity” as they relate to nations and states.
3. Students will be introduced to how Muslims are treated by the governments of Great Britain,
France, and Germany.
4. Students will read and analyze recent articles regarding identity issues of Muslims in Europe
and explain the challenges faced by these populations.
5. Students will explain what it means to be a Muslim European.
Focus Questions:
1. What is a “European?” Is it difficult to be a Muslim and a European? Why?
2. How much can and should Muslim populations assimilate into European society? What will
they give up by assimilation?
3. How should European countries address the difficulties associated with being a Muslim and a
European? How should Muslims address these challenges?
Resources/Materials:
Chalkboard, overhead, or easel with paper to record brainstorming information
Access to Internet or copies of selected articles
Copies of “Article Evaluation Sheet” for each student
Procedures/Activities:
1. Brainstorming/Discussion – On the board or overhead, ask students to write down responses
to the question: “What is an American?” or “What makes someone an American?”
Allow some time for students to write down responses, then ask for their responses and list them
on the board or overhead. Organize their responses in categories, such as: citizenship, values,
geographic location, government, employment, language, religion, etc.
Ask students if there are some people who may be considered “more American” than others.
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