racismnoway

Lesson ideas

View by learning area | View by theme | View by age

International Terrorism

Theme: International racism and anti-racism
Key Learning Area: English - Studies of Society and Environment (SOSE)
Age Group: Secondary Lower (13-14) - Secondary Middle (15-16)
Resource Type: Handouts Stimulus Name: terrorism

Outcomes

Students research various international terrorist attacks and examine the motivation, effects and responses.

Introduction

This is a sensitive issue. Teachers need to consider that some students or their families may be victims directly or indirectly of terrorism or may be sympathetic to causes supported by what is generally considered terrorist activity. Students may also still be distressed by the media coverage of the destruction of the World Trade Center on 11 September, 2001. Discussion should be as factual as possible. Teachers may like to involve specialist staff and counsellors.

Worksheets to download
Teachers notes.rtf (rtf File)
Research worksheet.rtf (rtf File)
Not Allowed.rtf (rtf File)

Suggested Activities

Download and refer to Teacher's Notes

1. Research
   Download Library/internet research worksheet.
   Divide the class into groups of three or four students and distribute worksheet.
   Each group will choose an act of terrorism to research in the library or on the internet and report in terms of:
   the terrorist act
   information about the terrorists
   the reason given for the attack
   the effects of the attack on victims
   the responses of the government or group that was attacked and the response of the international community.
   
   Terrorist acts to study might include:
   1972 attack on Israeli Olympians in Munich
   1985 bombing of the Greenpeace vessel, Rainbow Warrior, in Auckland harbour
   1988 attack on a Pan Am jet over Lockerbie, Scotland
   1995 Oklahoma City bombing
   1995 sarin attacks on Tokyo subways
   1996 hostage taking and occupation of the Japanese Embassy in Lima, Peru
   1997 killing of 58 tourists in Luxor, Egypt
   1998 car-bomb attack in Omagh, Northern Ireland
   2001 destruction of the World Trade Center in New York
   2002 bombing of tourist venues in Bali killing over 200 people
   2003 car bomb attacks in Saudi Arabia killing at least 34 people
   2004 siege of school in Beslan, Russia, with the killing of at least 350 hostages
   
   
2. Reporting
   Groups report their findings to the class.
   
   
3. Discussion
   Class discussion on international terrorism following group research reports
   
   1. 1 Were there any similarities in the reasons given for terrorist attacks from different groups?
   2. Did the groups or individuals who committed the attacks try alternative ways of being heard? Had they made demands of a government or the international community before? Were any of their demands reasonable?
   3. How could the international community or individual governments lessen the need for violence by terrorist groups?
   4. How might the international community address the grievances which appear to produce terrorists?

Additional Strategies

Download and refer to Teacher's Notes

Class discussion

1. What is a terrorist, a rebel, a guerilla, a freedom fighter, a mercenary and a criminal?
2. What kind of acts are considered terrorist acts? What is the difference between a terrorist act and a crime that is of a similar nature?
3. Is terrorism always the acts of small groups who feel disempowered against governments?
4. Is government sponsored aggression against their own people (often ethnic, religious or political minorities) terrorism?
5. How do you think terrorists should be punished for their actions? Who should punish them?
6. What can be done to prevent terrorism?
7. How does the media portray terrorists and terrorism, both on the news and in the movies? Do you think these are accurate depictions? Why or why not?
8. Can terrorist activities increase the level of racism reported in the community?

Examining Possible Responses to Terrorism

1. Download and distribute handout: Not Allowed/ Not Cool/ Cool to the class.
2. Give students time to read through the lists and relate them to their own experiences or actions. Ask them to answer the questions after each list as they examine which things they have experienced, witnessed or done.
3. After students have completed their lists, ask for some volunteers to share their reactions. Help them connect their personal experiences with the way potential victims might feel.

Related Resources

Fact sheet Terrorism
Beyond Blame: Reacting to the Terrorist Attack
© 2001 Education Development Center, Inc
NY Times "Worst Terrorist Attacks"

Relevant websites to visit
NY Times Lesson Plans Archives
The Bulletin Terrorism: what they've said
UN action against terrorism
4 Corners Terrorism Special Edition - for senior students