3. Yemeni
Emigration
To
Metro
Detroit
Topic: Yemeni Emigration to Metro Detroit
4. Goal:
Our goal in teaching about the Yemeni culture is to expose our students to diversity. The
Yemeni have a rich history and fascinating culture. Having the students learn about other cultures will
open their eyes to different aspects of life that they have not seen or noticed before. While learning
about other people, the students will then compare the new culture with their own culture. This will
lead to a new understanding about life. Students will realize what is truly important to them, and
using this knew knowledge will help them grow as a person. Southeast Michigan is home to many
nationalities and cultures. Understanding social sciences will help guide people to positive interactions
with each other.
Materials and activities include: Computers with internet access
Yemen Journal
Videos about Yemen
Books about Yemen
World Map
Yemeni scents called frankincense.
Oil Perfume that is traditionally made in Yemen.
Coffee beans that is naturally grown in Yemen
Construction paper
Clay
Field trip to Arab American National Museum
Field trip to a Mosque
Jambia (Yemeni dagger)
Yemeni Artifacts.
(other materials are also noted in individual lesson plans)
Benchmarks and GLCEs: Noted in each lesson plan.
5. Students' Assumed Skills:
Basic reading and writing skills
Able to locate places on a map
Basic computer and on line research skills
Eagerness to learn new things
Skills to be Acquired:
Increased research skills
Exposure to new culture
Understand their own culture
Compare and contrast cultures
The reasons for Yemeni emigration
Understanding of the Yemeni culture and its people
Five Senses:
Sight: Students will look at pictures and videos of Yemen.
Sound: Students will listen to wedding and traditional music as well as Yemeni American rap.
Taste: Students will get a chance to eat Sabayah, a famous and tasty Yemeni food.
Feel: Students will be able to touch jambia and other Yemeni artifacts. Students will also be
able to identify an object that they cannot leave behind if they were to immigrate somewhere.
Using their hands, students will manually reconstruct one object using various materials
provided.
Smell: Students will get an opportunity to smell Bakhoor (sandalwood), oils and coffee, just a
few of the many smells of Yemen.
(more detailed accounts of the five senses are included in the lesson plans and
activities)
6. Subjects explored
History
Economics
Geography
Sociology
Math
Art
Technology will be integrated in just about every project and lesson we will use. It could be as simple
as using an overhead projector to watching videos about our topic. We will have overhead projector
to see the sights and hear the sounds of Yemen. We will also use the internet to research projects in
order to find more information about a specific aspect of Yemen. Technology will play a great part in
our plans to teach students the concepts that they need learn. Technology usually makes learning fun
while fulfilling your learning objectives. Technology does not just involve research; there is a lot of
software that allow you to make games out of the material that you will teach.
The core democratic value that we will focus on is diversity. There is a lot of diversity in the
classroom and in the United States. It is important to teach about diversity so that children will accept
each other and celebrate their differences or at the very least, respect them.. They will understand
that it's okay to be different and that the more diverse we are, the better it is since we can share our
differences. Culture day is a wonderful way to celebrate our diversities. Students will get involved and
talk about their culture and share their culture through the foods, music, and traditions that make
their culture unique. This unit will surely teach diversity and it can be used as a template for other
cultures in the Metro Detroit area.
7. Another core democratic value that we will be focusing on is truth. We need to understand
that Arabs and Muslims are not terrorists. Showing the Yemeni culture shows how human they are
and that we shouldn't be stereotyped. It is a way to fight the negative stereotyping that we have
gotten since the “Rules of Engagement” movie came out in 2000 and the SS Cole bombing that same
year. We need to understand that all cultures have good and bad and all people aren't the same.
Sadly to say, that is the only way people know about Yemen. They don't know of the rich history and
culture of Yemen.
Controversial Issue
In the Yemeni community is a rising concern of where to invest their hard earned money.
Many Yemenis are always sending money to Yemen to support their family. Family is important and
supporting them is very important. The only concern is where to invest their money. Some Yemenis
believe that they will retire in Yemen and it is a vacation spot for them. They want to have a nice
home to come home to and a car in the driveway. Others believe that they live in America, they
should build their lives here and their homes. This is an issue that concerns them.
8. Day 1 Day 2 Day 3 Day 4 Day 5
Objective Objective Objective Objective Objective
The teacher will The teacher will Students will Students will Students will
create an show the movie come up with a define Culture experience some
interactive PPT A New Day in Old timeline of the and discuss their of the tastes and
about the history Sana’a. Students history of Yemen. own culture. touches of
of Yemen and will answer the They will create a They will also be Yemen. They will
present it to the question: How is large time line on exposed to the also make Dar
students. Yemeni culture the wall. sights and Alhajar out of
as seen in this sounds of clay.
movie different Yemeni culture.
than American ( Make Yemeni
culture? stand up book)
Period length: Period length:
9. Period length: 50 min. Period length: 50 min. Period length:
50 min.
50 min. 50 min.
Day 6 Day 7 Day 8 Day 9 Day 10
Objective Objective Objective Objective Objective
Students will be Students will be Students will be
Discuss the Students will be
able to write a able to create a able to identify
reasons for able to explain
three paragraph poem as if they an object that
Yemeni and identify the
paper comparing were an they can not
emigration religion of
and contrasting immigrant from leave behind if
Yemenis “Islam”
throughout
their culture to Yemen coming to they were to
and their
history and the Yemeni the United States immigrate
language
where they Culture. in the early somewhere.
“Arabic”.
emigrated to. 1900’s. Students Students will
Students will
Students will use will depict both reconstruct one
have a grand
the world wide positive and object using
conversation
web to find more negative various materials
about the
facts about emotions by provided.
10. Yemeni using descriptive Yemenis today in
Emigration. words. the USA.
Period length:
50 min.
Period length: Period length:
50 min.
50 min.
Period length:
50 min.
Period length:
50 min.
Day 11 Day 12 Day 13 Day 14 Day 15
Objective Objective Objective Objective Objective
Students will get Student will get
Students will be Students will be Students will get
in their groups in groups and
able to have a able to visit the into groups and
and they will present their
debate in class oldest mosque in each person will
design their findings to the
about whether the state of choose a task to
poster board and class about the
Michigan
Yemeni accomplish and
American research their person that they
Americans also they will be
11. should invest Muslim Society given a famous famous person. researched.
their money in Mosque. person that they
Yemen to make Students will will report on.
their living or complete 10
invest their questions about
money and have their field trip to
a better life in the Arab
American
the USA.
Muslim Society
Mosque.
Period length:
50 min.
Period length:
50 min.
Period length:
Period length: Period length:
50 min.
50 min. 50 min.
12. ELE 3600
History of Yemen
Objectives:
1. To provide students with exposure to the Yemeni culture.
2. To teach students about a different history than their own.
Evaluation:
Students will be evaluated on how well they listen during the lecture and the movie.
Students will be evaluated on how they complete their timeline assignment.
Rationale:
It is important for students to understand about different cultures other than their own
as a way of improving themselves and learning to appreciate their own culture.
Students will also learn to be accepting of other people and other cultures.
Students will broaden their horizons and levels of tolerance to others.
Materials:
1. Decorate classroom with a map of Yemen, and other Yemeni objects
2. PowerPoint presentation of Yemeni history.
3. Computer projector
4. Speakers
5. 2 different Yemeni foods
6. DVD of the movie A New Day in Old Sana’a
7. Books about Yemen checked out from a local library, and encyclopedias
13. 8. Internet Access to computers
9. Construction paper and coloring supplies
10. Yarn
Opener:
As an opener ask students what they know about Yemen, Arabs or Middle East. Allow students
to write out a response to this question and then discuss it as a class.
Procedures:
Day One:
1. Teacher will prepare an interactive PowerPoint lecture about Yemeni History.
a. This lecture will include many pictures, clips of music and videos of Yemen
2. Teacher will be dressed in traditional Yemeni clothing.
3. The classroom will be decorated with a huge map of Yemen with a flag next to it.
Around the room will be enlarged pictures of Yemeni people, places and things.
Traditional objects will also be placed around the room.
4. The teacher will conduct the lecture and allow students to ask questions and answer
questions asked during the lecture.
5. Finally, at the conclusion of the lecture, the teacher will allow students to sample at least
2 different types of Yemeni foods.
Day Two:
1. Today, the teacher will come in dressed in a different type of Yemeni clothing.
2. The teacher will show the movie A New Day in Old Sana’a
14. 3. After the movie, the students will be asked to write a one page response to the
following question: How is Yemeni culture as seen in this movie different than American
culture?
Day Three:
1. Students now have a foundation in the basic history of Yemen.
2. Students will be taken to a computer lab and provided with books, encyclopedias and
Internet websites to gather information about the history of Yemen.
3. Students will need to come up with the 10 most important events in the history of
Yemen. For each event, they must write a sentence describing it.
4. Once they are done, the teacher will hold a class discussion asking everyone to vote on
what they think are the top 10 most important historical events. Once the class comes
to an agreement, the students will draw out pictures for each event and they will help
the teacher to create a large timeline on one wall of the classroom. They will help
choose appropriate intervals for the years and place the events at the right spot. The
teacher will then post the pictures created by the students on the timeline.
Wrap-Up:
As a conclusion to the history of Yemen, ask students to identify one historical event that
interested them the most. They are to write one paragraph describing why they are interested
about that event.
Benchmarks:
7 – H1.2.1 Explain how historians use a variety of sources to explore the past (e.g., artifacts, primary
and secondary sources including narratives, technology, historical maps, visual/mathematical
quantitative data, radiocarbon dating, DNA analysis).
7 – H1.2.5 Describe how historians use methods of inquiry to identify cause effect relationships in history
noting that many have multiple causes.
7 – H1.2.6 Identify the role of the individual in history and the significance of one person’s ideas.
7 – H1.4.1 Describe and use cultural institutions to study an era and a region (political, economic, religion/
belief, science/technology, written language, education, family).
7 – H1.4.2 Describe and use themes of history to study patterns of change and continuity.
15. Day 4: The Culture of Yemen: Sights and Sounds
Objective(s)
• Define culture as a learned way of living that is shared by a group of people.
• Know that an individual's culture is reflected in his or her behaviors and actions.
• Learn about the culture of Yemen. (very brief and will take 2 days)
Evaluation
• Observe through their written journals if students understood the differences between Yemeni
culture and American culture.
• Observe the students standing books and make sure that they understood what they saw.
• Give students a chance to express what they learned about Yemeni Culture.
Rationale
• Provides students an opportunity to become familiar with the culture of Yemen: It's people,
clothing, traditions, music, and foods
• Students will understand the meaning of culture.
• Expose students to a different way of life.
Grade Level Content Expectations
6 – G1.2.4 Use observations from air photos, photographs (print and CD), films (VCR and
DVD) as the basis for answering geographic questions about the human and physical
characteristics of places and regions.
6 – G1.3.1 Use the fundamental themes of geography (location, place, human environment
interaction, movement, region) to describe regions or places on earth.
6 – G2.2.1 Describe the human characteristics of the region under study (including languages,
religion, economic system, governmental system, cultural traditions).
16. Materials needed for this lesson
Yemen Journal
construction paper
scissors
crayons and markers
computer with inter net access To go to following links:
http://www.youtube.com/watch?v=_KEjZmdcx80 (yemeni wedding and song) (sight
& sound)
http://www.youtube.com/watch?v=MREfx-9Suk4 ( Famous Yemeni musician, Abu
Bakr Salem, singing about Yemen and geographic features)
Opener
“Today we are going on a great adventure to the land of the queen of Sheba! Who
knows where we are going? I'll give you another clue: It is the land where Mocha
comes from! Yes, it's Yemen.
Procedures
1. Activate prior knowledge: Ask students what they know about culture, what it
means and talk about their culture. Explain what culture means. Then, start a grand
conversation about the location of Yemen on a world map and it's history as a review
for the students.
2. On an overhead screen, show students how to use a basic search engine to locate
information about the people and culture of Yemen.
3. Show students the first you tube videos about a Yemeni wedding, stopping to
explain what is going on in the video. It is foreign to them and they need to
understand something in order to appreciate it.
4. Have students take out their journal and compare and contrast between Yemeni
wedding and American wedding. They should include: Where the wedding took
place, how the people were seated or if they were at all, How the people were
dressed and the music and traditions) ( INTEGRATION OF LANGUAGE ARTS)
5. Give students time to finish up writing in their journals. Ask for volunteers to
read what they wrote in the journals about the weddings. Have one student talk
about any similarities, if any, and another student talks about the differences.
17. 6. Pass out construction paper, scissors, crayons and markers and have students
make a stand-up book:
• Fold the paper in half hot dog style and then open it.
• Fold it hamburger style once and twice.
• Open it and fold it once hamburger style then carefully start cutting at the fold till you get
to the half of the paper and stop.
• Fold it in and then out and it will look like a standing book.
• Teacher should first model how to do it and then walk around as students are working in
case they need help.
• (Students who can't manipulate scissors will have teacher's help and or a fellow student)
• Students will end up with eight pages all around.
7. They will choose four things that they learned today about Yemeni culture, write a sentence
about it on one side and draw a picture of it on the other side and color it.
8. Have students design their book and write their names on the inside and hang them outside of
the classroom on bulletin board for all to see. (INTEGRATION OF ART)
Wrap-up
“Okay, class. For Homework, I'd like you to write about what you just saw about Yemen.
Today, we saw Yemen and heard the sound of Yemen. Tomorrow, we are going to taste and
feel Yemen. We will also have some fun!”
18. Day 5: The Taste and Feel of Yemen
• Teacher will bring in foods and artifacts from Yemen ( can be borrowed from local
museum) and give students time to taste and feel them. An overview of what they are
and what they are made of and their significance to Yemeni culture will be given. Some
of which can be:
◦ Jambia Dagger used for dancing at weddings and worn on
special occasions. Can cost from $100 to $2,000+, depending on its components.
◦ Bint Asahn A tasty dessert ( Sabaya bread, can be eaten with or without honey.)
◦ Quran - The book of Islam that is used as a guide for every Muslim in the world. It
is written in Arabic.
◦ As an activity, give students a Rosetta stone with the letters of the Arabic alphabet
and have them spell out their name.
• Students will review the history of the Imams who ruled Yemen before it became a
democracy. Show a photo of Darr Alhajar and show a clay model of it. Then, students
will be given clay to make an replica of Darr Alhajar ( The palace of Imam Ahmed that
was build on top of a high mountain) (INTEGRATION OF ART)
Day 6: Emigration from Yemen
Explain to students that emigration is a well known word. There was always one
thing or another that made them leave their homeland. It is a part of Yemeni history.
• Natural, economic, political and other factors have driven the Yemeni people out of their
country.
• The collapse of the legendary dam of Marib around twenty four hundred B.C. was the
cause behind one of the earliest and largest waves of emigration of Yemenis.
• They took different directions but they all had one goal. The goal was to return one day
with enough money to improve their lives.
• They headed east toward Vietnam, Indonesia, India, and west to Britain, France and the
United States.
19. • Have students point out the different countries that Yemenis emigrated to.
• Point out that there are more than 8,000,000 Yemenis outside of their native homeland
trying to make a living. Many of them are trying to save up enough money to go back
home.
• Have students search on line for more information about Yemeni emigration.
Day One
Objective: Students will be able to write a three paragraph paper comparing and contrasting
their culture to the Yemeni Culture.
Evaluation: The teachers will be looking for accurate comparisons and contrasts.
Rationale:
• K1.3 Understand the diversity of human beings and human cultures.
Opener: Quietly in your heads imagine your favorite holidays. Now imagine the Yemeni’s
favorite holidays. Imagine in what ways are the cultures different. Imagine what ways are the
same.
Materials: Paper, Pencil
Procedure:
1. Review formatting of a paragraph
2. Write one example of compare and contrast on the board.
3. Students work by themselves.
Wrap up: Have the students volunteered to read what they have wrote.
20. Day Two
Objective: Students will be able to create a poem as if they were an immigrant from Yemen
coming to the United States in the early 1900’s. Students will depict both positive and negative
emotions by using descriptive words.
Evaluation: The teacher will look for descriptive words and poems that show emotion.
Rationale:
W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry.
Materials: Paper, Pencil
Opener: Imagine that you had and your family had to leave the country and live in a foreign
place. You will have to leave your pets, friends, cousins, grandma and grandpa behind. Although
you are sad about leaving, you are excited about the opportunities in a new place.
Procedure:
1. Review with the students how to write a poem.
2. Give students an example of a finished poem.
3. Students will work by themselves.
Wrap up: The students will read their poems out loud to the class. Once they are done the
teacher can proudly hand up the art work so it is visible to the school and parents for parent
teacher conference.
Day Three
Objective: Students will be able to identify an object that they can not leave behind if they were
to immigrate somewhere. Students will reconstruct one object using various materials provided.
21. Evaluation: Students will be graded if they constructed anything that slightly resembles the
object they chose
Materials: Popsicle sticks, toothpicks, paper, markers, crayons, glue
Opener: Imagine if you have to immigrate somewhere. You had to leave everything behind
except one object. What would it be?
Procedure:
1. Show student example of a finished object.
2. Put students together in groups of two.
3. Have students get out materials.
4. Start the project
Wrap up: We can now see that immigrating to a new place is extremely tough. It is not only
hard on the parents but also the children. People leave everything behind and have to start all
over again in a unfamiliar place. Then the teacher can go around the class the students can show
what they made. Student’s artwork can be placed in a display behind glass so no one can touch
them.
22. Yemenis in the USA Today
Objectives:
1. Students will be able to explain and identify the religion of Yemenis “Islam” and their
language “Arabic”.
2. Students will be able to have a debate in class about whether Yemeni Americans should
invest their money in Yemen to make their living or invest their money and have a better
life in the USA.
3. Students will have a better understanding about the Yemeni culture and traditions.
4. Students will be able to visit the oldest mosque in the state of Michigan American
Muslim Society Mosque.
Evaluation:
Students will be monitored and assessed through the active participation in a class debate
and discussion about the Yemenis today in the USA.
Students will be given time to describe 2 events they learned on the field trip by using
models, paintings, or collages.
Students will complete 10 questions about their field trip to the Museum and Mosque.
Rational:
The lesson plan is designed to underline the importance of the Yemeni culture and life
styles in the USA today and what they have brought with them to the USA for example
their religion Islam. Teaching students about diversity in the USA today so they can learn
what is so unique about each individual culture and its traditions which will enable the
students to have a well knowledge about the Yemenis.
Opener: Inform students that they will learn about the Yemenis today and what they do
for living culture, what types of jobs do they work? Talk about women and men in the
USA today and their
Procedures:
23. Day One
1. Conduct the opening activity with the students in the class, and have a class discuss about
different thoughts and feelings regarding the question asked.
2. Discuss with the class some of the controversy issues Yemenis are having today.
3. Give a story about a Yemeni family in the USA and explain in details their life styles.
4. Divide the students into four groups and have a debate in class about the Yemenis today
and whether they should be investing their money in the USA or send them overseas to
build
5. Have a grand conversation about Yemenis in the USA today and where do they work and
live at.
Day Two
1. Show the students a video about Yemen on YouTube.
http://www.youtube.com/watch?v=CW2nf4zYVbY&feature=related
1. Give students the general information about the Yemenis in the United States and what
they have brought with them from Yemen. For example their traditions and religion Islam
2. Show the students some pictures from Yemen including houses, cities, village’s plants,
etc.
3. Talk about Yemeni students that get visitor’s Visa to come to the USA to go to College.
4. Tell the students that most of the Yemeni populations live in Hamtramck and Dearborn.
5. Divide students into four groups and have a debate about whether Yemeni families should
spend their money in the USA to make a better living or should they should send their
money overseas to build homes and support their families.
6. Allow students to share their opinions about what they think about Yemenis that send
their money to Yemeni.
7. Ask students to think about if they came from a different country what would they do?
Would they help support their families and send money back home or not?
Day 3
1. Field trip day.
24. 2. Once at the American Muslim Society Mosque make sure all students have the field trip
handout ( have extra in case a student’s has forgotten theirs)
3. Students will have the opportunity to experience a real life journey to the oldest Mosque
in Michigan.
4. Students will see that women have to wear long gowns and scarf’s when they are praying.
5. Students will walk around and they can go to the book store and purchase books, Arabic
cd's etc.
6. Students will visit the Arabic school which is located in the mosque.
Wrap-Up:
Once the entire students return to class they will have a grand conversation about the Yemenis in
general. Students will be able to ask any questions that they might have not understood. Students
will be able to share what they found interesting or different then their culture. Show a video
Benchmarks:
Social Studies
5 – P4.2.1 Develop and implement an action plan and know how, when, and where to
address or inform others about a public issue.
5 – P4.2.2 Participate in projects to help or inform others.
4 – G4.0.1 Use a case study or story about migration within or to the United States to
identify push and pull factors (why they left, why they came) that influenced the migration.
(H)
4 – G4.0.2 Describe the impact of immigration to the United States on the cultural
development of different places or regions of the United States (e.g., forms of shelter,
language, food). (H)
4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it
is? What is it like there? How is it connected to other places?).
4 – G1.0.3 Identify and describe the characteristics and purposes (e.g., measure distance,
determine relative location, classify a region) of a variety of geographic tools and
technologies (e.g., globe, map, satellite image).
4 – G1.0.4 Use geographic tools and technologies, stories, songs, and pictures to answer
geographic questions about the United States.
4 – G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the
United States.
Work Cited:
25. http://www.youtube.com/watch?v=CW2nf4zYVbY&feature=related
http://www.youtube.com/watch?v=1TvhwVQNBsU&feature=related
www.yementimes.com
http://muslimmedianetwork.com/mmn/?p=4034
Objective
The purpose of this lesson plan is to teach children about famous/ notable Yemeni’s in the
world and the United States and Yemen.
Evaluation:
To that students have learned they will be given a little quiz which contains questions from the
presentation that each group had made. If students can answer most of the question correctly
then they learned a lot.
Materials: Internet, encyclopedia, paper, poster board and coloring pencils.
Procedure:
Day 1:
Place students in groups and assign the group a famous person from the Yemeni culture then
have students brain storm about how they will carry out their project and what each persons
job will be.
Day 2:
Students will research their subject. Then students will use what they found to write a report
and to design a poster board that they will present to the class.
26. Day 3:
All groups will get in front of the classroom and present their topic so that the rest of the class
can learn about that topic. Then later they will be given a short quiz which will contain question
from each group’s assignment.
Warp Up:
Students will discus the project and say what they liked and hated about the project and what
they which they could do differently.
27. American Muslim Society Mosque
Field Trip can be rich educational experiences with some prior planning. The following checklist should
be considered when developing any field trip experience.
Prior to the Field Trip
• Involve students in learning prior to the field Trip can enhance the overall experience and create
an atmosphere conducting to learning.
Introduction by Teacher
• Description of Field trip present students with information on the location and data of the Field
Trip and why the location was choose.
Expected Behaviors
• Provides students with written information explaining what is expected of them prior to
and during the Field Trip. This might include permission slip, packing a lunch, dress code
and /or code of conduct.
Students Expectations
• Teacher leads a session to determine what the students expect to see and learn during the Field
Trip. This can be done as a brainstorming exercise, a discussion and/ or a list and summarize
activity.
Determine Prior Knowledge
• Teacher conducts an exercise to assess the student’s prior knowledge and interests related to the
field trip. This can be a discussion, a pre-test, or an introductory lesson.
Goal Setting
• Based on the teacher’s assessments of the students’ expectations and knowledge, goals should be
set. Depending upon the students ages the teacher and students might set a goal separately or the
teacher and students might set a goal together. In any case, the goals should include the following
elements:
• Identification of the curriculum and standards which will be taught via the Field trip
• Measurable increase in students knowledge
• Links to the applied learning standards (Solving Problems, communication, using technology,
working in teams and making connections).
• Links to related careers
28. Name:______________________
Date:________________________
1. How old is the mosque?
2. What do they sell in the book store?
3. What is located in the basement of the Mosque?
4. Describe what women wear when they pray?
5. What did you find that was so interesting about this Mosque?
6. Compare the American Muslim Society mosque to your own for
example, Church, Temple etc?
7. What is the name of God in Arabic?
8. How much times a day do people pray?
29. 9. What are the two main holidays?
10. When people fast what time do they break their fast?
Answer Key to the American Muslim Society Mosque
1. How old is the mosque?
70 years old
2. What do they sell in the book store?
Books, Quran, rugs, scarf’s, Arabic clothing
3. What is located in the basement of the Mosque?
The Arabic school
4. Describe what women wear when they pray?
A long gown and a scarf.
5. What did you find that was so interesting about this Mosque?
There are two separate parts one side for women and one side for men.
6. Compare the American Muslim Society Mosque to your own for example Church,
Temple etc?
Answers may vary.
7. What is the name of God in Arabic?
Allah
8. How much times a day do people pray?
5 times a day
9. What are the two main holidays?
There are two main holidays in Islam, Eid Al-Fitr and Eid Al-Adha.
30. 10. When people fast what time do they break their fast?
After sunset
Reflection
Nawal Almasmari
I learned a lot of things when working on the road map both in class and on my own. I
learned that putting together a unit plan is difficult thing to do and it makes a lot of time and
effort to do it. I also involve a lot of patience and creativity. I found that the road maps went very
well in our groups. Dividing the wok into sections and having each person work on one lesson
was a great way to get everything accomplished in a timely fashion.
I learned a great deal about the Yemen when working on this road map. I found different
ways that will allow other people, particularly students, enjoy and lean to their fullest extent.
Teaching a specific topic can be frustrating and hard at times, but by splitting up the work and
having enough research done on the internet made it easier to tackle.
Working in groups was a beneficial and hard at times. It was beneficial because it helped
us get the task accomplished quicker than if it was just one of us doing the work and had to come
up with an individual map. The effort that was put on by my group was great and helped us
accomplish our goal quicker and without faults. The other side of it is that it’s hard sometimes to
agree on something’s. Our schedules were all different and this was hard thing to deal with. But
we all worked as a team and divided the work equally and everyone did their part of the
assignment. I really enjoyed working on this road map. It was an interesting project.
31. Use of the Five Senses
Smell:
During the group presentation, the students will be able to smell one of the famous
Yemeni scents called frankincense. (Day 1).
Oil Perfume that is traditionally made in Yemen. (Day 1)
Coffee beans that is naturally grown in Yemen. (Day 1)
Viewing:
Students will be able to view different pictures from Yemen (Day 1).
During the group debate, the students will be able to see a video about Yemen (Day 2).
http://www.youtube.com/watch?v=CW2nf4zYVbY&feature=related
Students will be able to Visit the American Muslim Society Mosque in Dearborn and see
Muslim people ( Day 3).
Sound
For the sense of sound we will let children listen to music that is done by older generation of
Yemini music also we will also have them listen to new forms of music which are done by Yemini
Americans. The old music represents where Yemini came from. It contains a lot of poetry in
which it describes life in the desert. It may be too much to say that poetry gave rise to music in
the Yemen, but many poetic genres are intimately linked with the musical forms, and they have
contributed much to the structure of Yemeni music. Poetry aligned with specific melodies and
rhythm makes up the ‘corpus’ of Yemeni vocal music. Through this poetry and music you will get
to see how the Yemini culture came to be. Also the new Yemini American music contains much
of what old Yemeni music had but is done in a different way.
Touch
Students will be able to identify an object that they cannot leave behind if they were to
immigrate somewhere. Using their hands, students will manually reconstruct one object
using various materials provided.
32. Taste
Students will get a chance to eat Sabayah, a famous and tasty Yemeni food.
Resources:
Books:
Ψ Caton, Steven C. Yemen Chronicle , An Anthropology of War and Mediation. New York,
2005
Ψ Smith, Tim Mackintosh. Yemen the Unknown Arabia. New York, 2000
Ψ Friedlander, Jonathan. Sojourners and Settles The Yemeni Immigration Experience. New
York, 1988
Online Resources:
https://www.cia.gov/library/publications/the-world-factbook/geos/YM.html
www.everyculture.com/multi/Sr-z/Yemeni-Americans.html
www.arabdetroit.com/arabamericans.php
http://www.youtube.com/watch?v=CW2nf4zYVbY&feature=related
Traditional music in the Yemen by A. D. Bakewell.
http://www.albab.com/bys/articles/bakewell95.htm
List of famous Yemini. http://en.wikipedia.org/w/index.php?
title=Special:Search&search=famous+yemen&ns0=1&redirs=0
