The Effects of Terrorism at Home

6th Grade

Rhonda Seitz

Nezperce Elementary School rseitz@sd302.k12.id.us

When I was growing up, my grandparents lived on a farm in Canada about 100 miles from where I lived in Montana. My family would travel across the border into Canada and visit my Grandparents several times a year. My dad also would go up sometimes in the summers and help my grandfather with the farming and I would go with him. To travel into Canada, we had to stop at the Canadian border office and just tell them where we were going and how long we were staying; when we returned home we stopped at the United States border office and told them where we have been, how long we were there, and if we purchased anything that needed to be reported. It was really informal and usually didn’t take very long at all and you were on your way.

When I lived in Cut Bank, Montana, where I lived before I moved here to Nezperce, some friends of ours invited my family to Medicine Hat, Alberta, Canada to spend the weekend at a hotel with an indoor water slide as part of their son’s birthday. In order to travel into Canada with our children, we still had to stop and report the same information as before, but now you had to bring your children’s birth certificates with you to show that the children belonged to you. When I had my eye surgery done in Vancouver, British Colombia, Canada in July of 2002, my husband and I had to bring our birth certicificate and a picture ID in order to enter Canada and then return to the United States. Now it appears that it will not be too much longer and you will be required to have a passport in order to travel to Canada.

Something else that has changed since I was a little girl is airport security. You used to be able to go through security without having a plane ticket and you could sit and visit with your family or friends while they were waiting for the flight to take off. Now you have to have a ticket and a picture ID. One of the few times you can still go through security without a ticket is when your children are flying without you. You can get permission to go through security and wait at the gate with them until the flight leaves, however, you still need the picture ID. Oh, your children also have to have a picture ID in order to fly with or without you.

A third thing that has changed since I was growing up is you can no longer go on a tour on the inside of a dam like Dworshak. I remember going on a tour of the Fort Peck Dam near Glasgow, Montana, and riding an elevator down to the bottom of the dam. You no longer can do that as it is closed to the public. You can look at the dam from the top only. You can not even go across the top like you could when I was growing up.

Why did those things change?

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The Task

(Objective)

The students will use the cause/effect model to analyze an effect and identify the cause. Upon identifying the cause, the students will identify other effects, immediate and later, as well as short-term and long-term. The students will analyze other events in history to determine/identify the effects, immediate and later, short-term and long-term. Students will be able to conclude that terrorism, a cause, does have an effect on people almost everywhere, even us here at home.

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The Process

Steps

Lesson content:

Review cause and effect

Discuss three different activities that have changed over the last few years that are the effects of one event

Students will select one activity, and based on the activity chosen, work in small groups to research the change that occurred and identify the cause(s)

Students will use the internet in the research of the activities and events

Students will identify further effects, especially the ones that have a direct effect on use here at home, as a result of that event

Students will develop and present their research in a power-point presentatio

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Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Group participation & collaboration	Minimal participation & collaboration on the project, major distractions.	Some participation & collaboration on the project, some distractions.	Participation & collaboration on the project, minor distractions.	Total participation & collaboration on the project.
Research - Identification of the cause(s)	Information is more general than specific & not supported by the reseach.	Some of the information is specific, contains some generalizations not supported by the reseach.	Most of the information is specific & supported by the research.	All of the information is specific and supported by the research.
Power-point	Power-point is vague - does not contain research, lacks organization, & does not include pictures or graphics.	Power-point is general - contains some research, lacks organization, contains some pictures or graphics.	Power-point contains most of the research, very few organization errors, contains pictures or graphics.	Power-point contains the reseach, is well organized, contains pictures or graphics.
Presentation of the Power-point	Presentation was read totally from the Power-point, hard to hear or understand, poor eye contact & body language.	Presentation was mostly read from the Power-point, hard to hear or understand, minimal eye contact.	Power-point use to guide the presentation with minimal reading, easy to understand, good use of eye contact & body language.	Power-point used to guide the presentation, easy to understand, great use of eye contact & body language.

Conclusion

Students will be able to conclude that terrorism, a cause, does have an effect on people almost everywhere, even us here at home.

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Teacher Information

Grade Level(s): Sixth Grade

Subject(s): Social Studies & Language Arts

Length of project: Two weeks/Models used throughout the year to study other events

Teaching models used: Cause-Effect & Discovery/Inquiry

Extensions to additional grades and subjects:

Prior knowledge/critical skills needed (either for students or teachers):

Learning Outcomes/Curriculum Standards:

What will students learn as a result of this lesson?
What skills will students learn outside of the content area (critical thinking, inference-making, creative problem-solving...)
List Standards here

Reading:

· 725.01 The student will read a variety of traditional and electronic materials for informantion and understanding.

· 725.04 The student will read to locate information from a variety of traditional, technical, and electronic sources.

· 725.05 The student will read for technical information.

Writing:

726.01 The student will understand and use the writing process.
726.02 The student will write and edit for correctness and clarity.
726.03 The student will write to inform and explain.
726.06 The student will write to gather, synthesize, and communicate research findings

Speaking:

728.01 The student will speak to share understanding of information.

Viewing:

729.04 The student will use a variety of resources to produce visuals that communicate through print and non-print.

Social Studies:

464.01 & 473.01 The student will acquire critical thinking and analytical skills.
475.01 The student will understand the role of exploration and expansion in the development of the United States.
478.01 The student will understand significant conflicts in United States history.
482.01 The student will understand that all citizens of the United States have responsibilities and rights.
465.03 & 484.01 The student will understand there are many influences on economic systems.
485.03 The student will understand that human actions modify the physical environment and how physical systems affect human activity and conditions.

Here's a link to the Idaho State Board of Education website for standards.

Other Information:

Include misconceptions or stumbling blocks that you anticipate and suggest how to get around them.
Describe variations and adaptations

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Credits, References & Resources

List here the sources of any images, music or text that you're using. Provide links back to the original source.

List any books and other analog media that you used as information sources as well.

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Based on a template from The WebQuest Page

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