for 9th-12th Grade
Gordon Heath
Highland Jr-Sr High School gheath@sd305.k12.id.us|
Top | Introduction | Task | Process | Evaluation | Conclusion | Teacher Information | Credits
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for 9th-12th Grade
Gordon Heath
Highland Jr-Sr High School gheath@sd305.k12.id.usWhat is terrorism? Terrorism is a hard to define term. In this series of activities, you will discuss and work toward a definition of terrorism. You will also research some of the more recent terrorist events within the United States' history and look for the causes and effects.
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After you've done your research, you will create a music video on your assigned event containing the following items:
brief history of event;
causes of the event;
effects of the event;
personal response paragraphs;
a song that reflects the fear and/or the effect of the event;
Tools needed: Access to computer, Internet, and PowerPoint. Presentation can be burned to dvd or presented via LCD projector and computer
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Steps
To accomplish the task, students need to participate in the following steps:
Day 1
Class-wide assignment: Hand out a KWL chart and have students individually fill out the 'What do I KNOW?' section in response to the question: What is Terrorism?
Ask for responses and record on board.
Have students fill out "What do I WANT to know?" section and record on board.
Divide students into groups of three and give them the "What is Terrorism" handout (from Terrorism in America Constitutional Rights Foundation) to read.
Students need to record the definitions presented in the article, then determine which one they most agree with OR create their own definition.
Have all groups record their chosen definition on the board.
Through class discussion, debate, and a final vote, have students determine the definition for the class and ensuing activities.
Have students record this definition under "What I LEARNED"
Day 2
Days 3-4
Days 5-6
Day 7-8
Resources
Columbia University Library on Terrorist Information and Links.
The Counter-Terrorism page sponsored by the Appalachian State University.
Organization
KWL Chart
Cause/Effect Chart
PowerPoint Presentation
brief history of Terrorist Incident
Cause/Effect explanation
3 personal response paragraphs (one for each group member)
song reflecting fear/emotion caused by incident
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Performance will be evaluated individually. The final PowerPoint grade will simply be based on wether you included all required aspects, for which you were already individually graded. It will be the only common grade for the entire group.
| Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score | |
|---|---|---|---|---|---|
|
Classwide brainstorming assignment (KWL)
|
Would not contribute or comments were off topic. |
Reluctant to share or comments were not right on topic |
Provided personal thoughts when asked; on-topic. |
Volunteered personal thoughts; concise and on-topic |
|
|
Group Work
|
Group was hindered by your involvement |
Had to be reminded to stay on-task. Group may not have benefited from you. |
On-Task most of the time; helped group |
On-Task all the time; helpful and contributing to group |
|
|
Personal Response Paragraph
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Paragraph is rambling or includes little to no organization, fact, or opinion |
Paragraph includes opinion only, without using facts or links to impacts. |
Paragraph uses facts to link terrorist incident to immediate and future impacts |
Paragraph has reflective & thoughtful response; uses facts to link terrorist incident to immediate & future impacts |
|
|
Song Chosen for Presentation
|
No song was selected or song selected was inappropriate due to lyrics, content, or topic |
n/a |
n/a |
Song deals directly with event or events of the era. Strongly showcases emotions of the nation |
|
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Cause/Effect Chart |
No identifiable link between cause and effect and Terrorist Incident. |
Links between c/e are weak. |
Researched and specific answers with clear links established. Not as far-reaching as could be though |
Specific, researched, and thoughtful answers. Clear links established between C/E and Terrorist Incident |
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After completing these activities, students will have formed their own definitions of terrorism, based on actual events and the definitions of others. Identifying causes and effects will create better citizens, thinkers, and consumers out of our students, and the long range effects may result in a more responsible nation. It is also important to make the past come alive -- songs and pictures from the past elicit that emotional response and help our students see with new eyes.
The remaining questions are:
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Grade Level(s): 9-12
Subject(s): US History, World History, Health, Life Sports
Length of project: 8-10 days
Teaching models used: Cause/Effect
Extensions to additional grades and subjects: English, Music
Prior knowledge/critical skills needed (either for students or teachers):
Learning Outcomes/Curriculum Standards:
As a result of this lesson, students will learn about terrorism generally, terrorist incidents of the past 60 years specifically, and some of the current definitions of terrorism floating around out there. They will also learn to synthesize these definitions with their own research and create a class-wide definition.
Outside of the content area, students will learn critical thinking, summarizing, research, opinion-formation using facts, and presenting information.
Here's a link to the Idaho State Board of Education website for standards.
Other Information:
In order to avoid group inequity, include a tech savvie student with each group.
Variations: individual students may complete projects. Gifted students may create a presentation of the definition of terrorism to show to future classes or even lower grades.
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Thanks to the Constitutional Rights Foundation for their article, "What is Terrorism?"
Thanks to Judy Leuck of iTEACH for the opportunity and encouragement.
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Based on a template from The WebQuest Page