Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • What role does religion play in American society?
  • Is the use of violence ever justified? Explain your thinking.

• INTRODUCTION

  Play the following introductory video clip of University of Richmond journalism Professor Shahan Mufti talking about his book, American Caliph: The True Story of a Muslim Mystic, a Hollywood Epic, and the 1977 Siege of Washington, DC, and describing his discovery of and interest in the historical event. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Interest in Story (2:52).

  • Describe what you see and hear in the opening newsreel video clip excerpt.
  • How did Shahan Mufti encounter the story of the 1977 Hanafi Siege of Washington D.C.?
  • What does the image of the prophet Muhammad “stir,” according to Mufti?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• RETROSPECTIVE

  Direct students to the retrospective section of their graphic organizers. Instruct your students to view the following two video clips that provide information on the one fatality and a notable shooting during the 1977 Hanafi Siege of Washington D.C. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Maurice Williams (4:35).

  • Based on the clip, how long did the 1977 Hanafi Siege of Washington D.C. last and how many people were killed and wounded?
  • According to Shahan Mufti, who was Maurice Williams and at what point during the siege did he die?
  • Based on the video clip excerpt of Kojo Nnamdi, what happened to Williams?
  • Summarize the impact of trauma, according to Mufti.

• Clip #3: Marion Barry (2:28).

  • According to Shahan Mufti, who was Marion Barry and what happened to him during the 1977 Hanafi Siege of Washington D.C?
  • Based on the clip, who was Barry with during the siege and how did he escape?
  • What did Barry do later that day, according to Mufti?

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following four video clips that detail the beliefs of the primary perpetrator of the 1977 Hanafi Siege of Washington D.C. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #4: Hamaas Abdul Khaalis (7:02).

  • What was an “important part of the story?”
  • Based on the clip, who was Hamaas Abdul Khaalis? Describe his background and experiences with the military and music.
  • To whom does Khaalis become “a disciple?”
  • Was Khaalis “playing the system?” Summarize the evidence that Shahan Mufti provides.
  • According to Mufti, what role did patriotism play for Khaalis throughout his life?

• Clip #5: Break With the Nation of Islam (5:29).

  • What role did Hamaas Abdul Khaalis have in the Nation of Islam and why did he “break” with the organization?
  • How did Khaalis view and respond to the “ejection?”
  • According to Shahan Mufti, who was Tasibur Uddein Rahman?
  • How was the Rahman-Khaalis relationship “mutually beneficial” and what did they develop?

• Clip #6: Hanafi Movement (4:29).

  • Who was one of the “most prominent” members of the Hanafi Movement?
  • According to Shahan Mufti, why and how did Hamaas Abdul Khaalis meet this individual?
  • Based on the clip, how did the individual impact the Hanafi organization?
  • What “fateful decision” did Khaalis and this individual make?

• Clip #7: 1973 Hanafi Muslim Massacre (2:53). CAUTION: Themes of violence in this clip may not be appropriate for all grade levels or audiences.

  • What happened on January 18, 1973, according to Shahan Mufti?
  • Based on the clip, what happened when Hamaas Abdul Khaalis arrived at his house?
  • According to Mufti, how did this event impact Khaalis?

• ATTACK AND HOSTAGE TAKING

  Direct students to the attack and hostage taking section of their graphic organizers. Instruct your students to view the following five video clips that describe the events of the 1977 Hanafi Siege of Washington D.C. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #8: A Film and Weapons (8:11).

  • Based on the clip, what were the three legs of the “stool” that were forming Hamaas Abdul Khaalis’ “mindset?”
  • What do you see and hear in the trailer of The Message (1976 film)?
  • What was Khaalis’ “frame of mind” during the time, and how did he interpret the film?
  • According to Shahan Mufti, what was another motivation for Khaalis’ actions?
  • How and why was Khaalis able to collect weapons for the 1977 Hanafi Siege of Washington D.C.?

• Clip #9: Three Places (4:33).

  • Why was the “first step” of the 1977 Hanafi Siege of Washington D.C. at the B'nai B'rith headquarters?
  • Based on the clip, how did Hamaas Abdul Khaalis use the B’nai B’rith building?
  • Why was the Islamic Center of Washington a “target,” and how did it alter the “crisis?”
  • According to Shahan Mufti, why was the District of Columbia Building targeted and how did it further change the crisis?

• Clip #10: Four Demands (2:16).

  • What was Hamaas Abdul Khaalis’ “first demand?”
  • Based on the clip, what was Khaalis’ second demand? Why?
  • Why did Khaalis demand “$750.00?”
  • According to Shahan Mufti, what fourth demand emerged? Why?

• Clip #11: Role of Media (4:56).

  • Describe what you see and hear of the video clip excerpt of CBS anchor Max Robinson?
  • According to Shahan Mufti, how was Robinson impacted by the event?
  • Why was the media an “important piece of the puzzle” for Hamaas Abdul Khaalis?
  • Based on the clip, what impact did journalists have on the 1977 Hanafi Siege of Washington D.C.?
  • What were the negotiators “fairly sure” of?

• Clip #12: End and Trial (4:33).

  • Based on the clip, which two of Hamaas Abdul Khaalis’ demands were fulfilled?
  • According to Shahan Mufti, how did the 1977 Hanafi Siege of Washington D.C. come to an end?
  • What case was presented against Khaalis and the Hanafi Movement, according to Mufti?
  • Based on the clip, how did Khaalis spend the rest of his life?

• REFLECTION

  Direct students to the reflection section of their graphic organizers. Instruct your students to view the following video clip that provides a wrap up to the lesson. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #13: Lessons Learned (2:03).

  • According to Shahan Mufti, through what “interesting times” did he write his book?
  • How has the book helped Mufti understand contemporary events?

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the 1977 Hanafi Siege of Washington D.C., describe its relevance in contemporary times. Be sure to include evidence from the video clips in the lesson to support your argument.