In the months following the September 11, 2001, terrorist attacks on New York and Washington, DC, there were hundreds of incidents involving violence, intimidation, and discrimination aimed at Muslims or people who "looked" like Muslims (Gollnick and Chinn 2006; Levin and McDevitt 2002). People of color or individuals speaking with an accent were signaled out for attacks by perpetrators of hate crimes who ignored the fact that the majority of Muslims reject terrorism and violence. This article discusses the need for educators to correct misconceptions about specific cultural groups, historical events, and other countries by teaching students to develop the ability to distinguish between a valid generalization and a stereotype. Students need this skill for meaningful civic participation, and it can be applied to all areas of the social studies curriculum. It is directly related to didactic (facts and basic information), reflective (critical-thinking and problem-solving skills), and affective (attitudes, values, and beliefs) goals and objectives (Zevin 2000). Thus, teaching students about the origins, purposes, and consequences of stereotypes and the ways to combat them serves several important educational goals and is congruent with the National Council for the Social Studies Curriculum Standards (Parker and Jarolimek 2005).