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lesson & unit viewer
Terrorism: An Historical Perspective
published on: 8/29/2005
Contributing Teacher(s): Joesph DiLella
Subject Area: Integrated Curriculum/Emergency Awareness/Preparedness
Grade Range: High School (9-12)
Materials Needed:
- Computer with Internet Access
- Power Point Software
- Poster boards
- Index cards
- Marking pen and glue
- Magazines, newspapers
Objective: This lesson places perspective on how terrorist incidents bring about socio-political changes in the world. By analyzing monumental terrorism acts throughout the centuries, this lesson should shed light on the climate of social change occurring in America and overseas since 9/11
Content Standards:
- Communication Arts 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines, notes)
- Communication Arts 5. Comprehending and evaluating the content and artistic aspects of oral and visual present...
- Communication Arts 6. Participating in formal and informal presentations and discussions of issues and ideas
- Communication Arts 7. Identifying and evaluating relationships between language and culture
G.L.E.:
- CA - Wr - 3 - C - 09
(Writing, Write effectively in various forms and types of writing, Expository and persuasive writing, Grade 9-12.)
Time Allowance: Eight to ten weeks (two-class periods per/week; 60 minutes per/session)
Description: In this lesson, we will look at how terrorism has evolved over the ages and how it will affect our global community in the 21 st century.
Classroom Component:
Weeks One & Two : Bin Laden and the Al Qaeda:
The US Response
The first lesson begins with the teacher presenting an educational video (see http://www.pbs.org/teachersource/) for video choices) that chronicles reports of 9/11. Click on the “search button ” and punch in the word, ”terrorism.” A list of several sources should pop-up. Click on Frontline: In Search of Al Qaeda (which relates directly to this lesson). Another good site is Nova: Bio-terrorism. Afterwards, students air their feelings about the tragedy (how it has affected their lives in a personal manner).
Next, the teacher discusses basic issues:
- Identify the Al-Qaeda and explain why it carried-out a massive terrorist attack against the USA. The teacher may consider using the following Internet site: http://cfrterrorism.org/groups/alqaeda.html
- Homeland Security changes: http://www. nationalterroralert .com/updates/
- Iraq-US War (reference guide to articles and books) http://www.lib.umich. edu/govdocs/iraqwar.html
Activites: Students write short 500-1,500 word essays on either one of these topics: Bin Laden, Homeland Security, Al Qaeda, or the US-Iraqi War. Once again, these essays can be more of a personal narrative form rather than strictly a research article. After completing the assignment, the teacher reads the most compelling stories to the class. Students are then queried for responses to the tone, objectivity and relevance of the subject (considering the terrorist movement and its effectiveness to carry out its agenda in today’s world).
Week Three: Classifying Terrorist MovementsIn this unit, students learn about various types of terrorism that has existed for centuries.
First, the instructor asks students, “Is there a particular type of terrorism that plagues the global community in the 21 st century?” Students gather in small groups to discuss the notion. The entire class then reconvenes to discuss their findings.
After clarification of currently known terrorism activities in the contemporary world, the teacher introduces the topic, Typologies of Terrorism. Each concept should be addressed by specific incidents to reinforce the main idea.
Terrorism Typologies(http://faculty.ncwc.edu/toconnor/429/429lect01.htm)
Clarify ‘terrorism typologies. Students can then use the Internet to give examples of terrorism acts. For example, under the category, Domestic terrorism, the Columbine tragedy is one example of such a hideous act. Students can search Google for any of the terrorism typologies, such as environmental terrorist acts. Environmental terrorism is performed by such groups as the Animal Liberation Front and Earth 1 st. Afterwards, students should begin to distinguish the differences between various present-day terrorism acts in America or worldwide.
I. Classified by Place
- Domestic
- International
- Non-state
- State-Sponsored
- Internecine
II. ClassifiedBy Purpose
- Political
- Non-political
- Quasi-terrorism
- Limited Political
- Official or State
III. Clarified By Issue
- Revolutionary
- Political
- Nationalist
- Cause-based
- Environmental
- State-Sponsored
- Nuclear
- Genocide
Activities: Using the Internet, the students (working in a small group of three to five), must find examples of at least two different Terrorist Typologies from each category. The teacher may need to assign selected areas for the different groups in order to avoid repetition of topics. Students will later give a presentation of their findings to the class.
Weeks Four and Five:Historic Terrorist Acts
The class will cover the issue of terrorism and how it has brought about dramatic social change in Asia, Africa, South America, the Middle East, and Europe over the past 700 years. Significant terrorist acts throughout the centuries (Suggested topic areas):
- Julius Caesar (44 BC);
- Iraq Assassins (1100 AD);
- The Thugees of India (1300 AD);
- Spanish Inquisition (1469-1600 AD);
- Heretics, medieval years;
- French Revolution;
- Serb terrorist (starting WWI);
- Hitler’s ascent to power (1932)
- Ireland, Cyprus, Algeria, Tunisia, and Israel rise to nation states.
Activities: A short quiz (week 4) and test (week 5) to reveal the depth of student’s understanding of these various terrorist movement and how they brought about political change.
Week Four Quiz
Short answers are fine for these example questions
Quizzes should be limited to 2-3 tough questions, but ones that reflect a student’s broad scope of knowledge on the subject.
What socio-political factors precipitated the French Revolution? How did French terrorist activities ultimately bring down the ruling class? Please give examples in your answer.
Do you see any similarities in terrorism acts and the subsequent change in political power, in Ireland, Cyprus, or Israel? Please explain.
How has domestic terrorism divided Ireland’s population?
Key
Question: What socio-political factors precipitated the French Revolution? How did the French terrorists ultimately bring down the ruling class?
Answer: General unhappiness within the majority of the French population for the aristocracy. Most felt that leadership was not addressing basic personal rights and civil responsibilities for the public. Thus, the Reign of Terror came about to bring more democratic participation and collective freedom for the French people.
Terrorist bodies were basically formed in groups, ideological in nature, and meant to change the social order. In fact, French revolutionaries justified their terror by religions that preyed on the agitation of the public to overturn the aristocrats. Early on, the violence was sporadic. Yet in the bloodiest of days, dozens of people were beheaded for the flimsiest of reasons. Eventually, the French Revolution achieved its goal, that of giving the public more of a chance for democratic participation in their republic.
Question: Do you see any similarities between terrorist acts and subsequent changes in political power in Ireland, Cyprus, and Israel?
Answer: Early on, terrorism in all three countries brought about dramatic change in government.
For example, after Cyprus gained independence from the United Kingdom in 1960, various groups vied for power. In fact, the anti-British group (the Greek Cypriots Fighters) helped elect Archbishop Markarious, a charismatic
leader. By 1974, Cyprus divided de facto into two-thirds Greek government control, the other third by Turkish leadership.
In Ireland where religion is a basis for constant political tension, the Catholic and Protestant terrorists still fight for control in the leadership parties.
Israel was created, in part, by terrorist groups fighting for land and political recognition.
Today, all three countries still are plagued by terrorists fighting for causes, in part, based on ethnic and religious lines.
Question: Has terrorism divided Ireland''s population?
Answer: The obvious answer: Yes, on religious lines. The less obvious notion: No for terrorism has been politicized (the Sinn Fein, the political wing of the Irish Republic Army) in Ireland. With over 6% of its party in the Irish Parliament, the Sinn Fein has legitimized itself within the country. Thus, though the IRA may maim and kill Catholics, as long as its public agenda sides on peace talks, the government and public work to make peace with this group.
Week Five Test
Major questions that may be used here:
Since 9/11, how has America changed in terms of
official domestic security (Homeland Security) and alertness to the possibility of future attacks and
the public''s ability to respond to another attack
What was Bin Laden''s political/religious agenda in the 9/11 attack?
If you were head of Homeland Security, how would you change America''s domestic preparedness?
If you were head of Homeland Security, what would you change?
If you were President, how would you respond to anti-war sentiments?
Key
Question: Since 9/11, how has America changed in terms of Homeland Security and the public''s ability to respond to potential attacks? In terms of the Homeland Security branch of the government, there have been important and controversial ways it has conducted business. Taken from the official homepage, here are just a few of them (quoted directly from the Homeland Security Office of the United States): Improving Homeland Security
- With strong bipartisan support President Bush created the Department of Homeland Security and the most comprehensive reorganization of the Federal government in a half-century. The Department of Homeland Security consolidates 22 agencies and 180,000 employees, unifying once-fragmented Federal functions in a single agency dedicated to protecting America from terrorism.
- President Bush has nearly tripled homeland security discretionary funding. More than $18 billion has been awarded to state and local governments to protect the homeland.
- The Bush Administration developed a comprehensive National Strategy for Homeland Security, focused on six key areas: intelligence and warning; border and transportation security; domestic counterterrorism; protecting critical infrastructure; defending against catastrophic threats; and emergency preparedness and response.
- The Administration developed national strategies to help secure cyberspace and the infrastructures and assets vital to our public health, safety, political institutions, and economy.
- The President authorized the establishment of the United States Northern Command, to provide for integrated homeland defense and coordinated Pentagon support to federal, state, and local governments.
- For the first time, the President has made countering and investigating terrorist activity the number one priority for both law enforcement and intelligence agencies. The Bush Administration has transformed the FBI into an agency whose primary mission is to prevent terrorist attacks and increased its budget by 60 percent improving intelligence.
- President Bush proposed the most thorough ongoing reorganization of the intelligence community in more than a half-century. The President supports the creation of a National Intelligence Director to serve as his principal intelligence advisor. He will also establish a National Counterterrorism Center (NCTC) and strongly supports the 9/11 Commission''s recommendations to reorganize congressional oversight for both intelligence and homeland security.
- In his 2003 State of the Union address, President Bush announced the creation of the Terrorist Threat Integration Center (TTIC) to synthesize information collected within the United States and abroad about possible terrorist threats.
- The Terrorist Screening Center (TSC) was launched to consolidate terrorist watch lists and provide continual operational support for federal, state, and local screeners and law enforcement.
- The FBI has established a new Executive Director for Intelligence and specially-trained intelligence analysts.
- The Department of Homeland Security Information Network is connected to all 50 states and more than 50 major urban areas, and allows information sharing among thousands of local agencies and the Homeland Security Operations Center.
New Tools to Fight Terrorism
- President Bush won overwhelming support for the USA PATRIOT Act, a law that gives intelligence and law enforcement officials important new tools to fight terrorists. This legislation has prevented terrorist attacks and saved American lives.
- The dramatic increase in information sharing allowed by the PATRIOT Act has enabled law enforcement to find and dismantle terror cells in Portland, Oregon; Lackawanna, New York; and Northern Virginia.
- Warrants are now applicable across state and district lines, eliminating the need to obtain multiple warrants for the same person, a lengthy process that previously hindered counterterrorism efforts.
- Law enforcement officials have been given better tools to fight terrorism, including roving wire taps and the capacity to seize assets and end financial counterfeiting, smuggling, and money-laundering.
- Judges are now able to impose stiffer sentences on terrorists thus supporting first responders.
- The President''s 2005 budget reflects a 780 percent increase in funding for first responders since September 11th.
- Since September 11th, more than a half-million first responders have been trained across America.
- The Bush Administration has proposed doubling the level of first responder preparedness grants targeted to high-threat urban areas. The Urban Area Security Initiative enhances the ability of large urban areas to prepare for and respond to threats or acts of terrorism strengthening defenses against biological, chemical, and radiological weapons.
- President Bush signed into law Project BioShield, an unprecedented, $5.6 billion effort to develop vaccines and other medical responses to biological, chemical, nuclear, and radiological weapons.
- The Bush Administration is investing more than $7 billion across all aspects of biodefense. In the last three years, the Administration has created the BioWatch program to monitor major cities for a biological release, procured sufficient smallpox vaccine for all citizens, and significantly increased stocks of antibiotics against anthrax.
- State and local health systems have been provided more than $4.4 billion to bolster their ability to respond to public health crises.
- The Bush Administration undertook several initiatives to detect radiological materials being smuggled into our nation, issuing thousands of portable radiation detectors to border control personnel, and installing radiation detection portals at ports of entry.
- Security and research to protect the nation''s food supply from terrorists has increased, adding millions of dollars in funding and hundreds of food inspectors.
Improving Aviation, Border, and Port Security
- To support improved border and transportation security, funding levels have increased by $9 billion since September 11th.
- Aviation security has been improved from the curb to the cockpit. Hardened cockpit doors have been installed on all US commercial aircraft. Flight deck crews are being trained to carry guns in the cockpit. Thousands of air marshals are being deployed daily. All checked baggage now is being screened. Canine teams are now positioned at every major airport to search for explosives.
- Over the last three years, nearly $15 billion has been devoted to strengthening aviation security.
- The visa issuance process has been tightened to better screen foreign visitors; the US-VISIT program was created to use cutting-edge biometrics to check the identity of foreign travelers; and the Student and Exchange Visitor Information System was created to verify foreign student activity in the United States.
- New Coast Guard vessels and specialized maritime security units have been added.
- The Container Security Initiative was developed to allow US inspectors to screen high-risk shipping containers at major foreign ports before they are loaded in ships bound for America.
- The National Targeting Center was created to verify passenger lists of aircraft and container shippers to identify high-risk individuals and shipments. Today, 100 percent of high-risk cargo containers are examined by US inspectors helping victims of the September 11th attacks
- The Administration implemented a $40 billion emergency response package to begin the recovery from the attacks and to protect national security.
- President Bush signed legislation that sped compensation to the family of each fallen police officer, firefighter, and rescuer.
- The President, working closely with Congress, created the September 11 th Victim Compensation Fund, which established a streamlined claim process for victims of the September 11th attacks to receive compensation. The Fund will provide a total of about $7 billion in financial aid.
- More than 10,000 business owners across the nation were approved for more than $1 billion in disaster loans to help deal with the economic consequences of the attacks.
Answer: Bin Laden''s terrorist attack on 9/11 is basically a call to other extremists to follow the philosophy of the Jihad. The Jihad, in essence calls for a crusade against America for having troops in Saudi Arabia. The Jihad also is against Zionists who occupy Al Quds ( Jerusalem). It is Bin Laden''s hope that he and others like him will succeed in forcing America to withdraw its troops and for Zionists to evacuate Jerusalem. Open-ended question: If you were head of Homeland Security, what would you change?
Possible Answer: Vote against the Patriot Act which many feel restricts our personal freedom guaranteed in the Constitution and the Bill of Rights. Open-ended Question: If you were President, how would you respond to anti-war sentiments? Possible answer: Confront the protestors, at least, in a public forum, and show empathy for the thoughts, words, and loss of American lives. For example, when considering the mother of a son killed in Iraq who has held a vigil in front of the President''s home for nearly a month, the President might wish to speak with her. As of today, the President has not met with the grieving mother. This stance certainly symbolizes his reluctance to acknowledge the growing anti-war movement going on in America and overseas. If he were to tackle this issue with grace and diplomacy in a real way by meeting with anti-war protestors, he might diffuse the problem incrementally.Weeks Six and Seven: Post 9/11: War, Protests, and Federal Responses
Topic areas to be discussed include the newly implemented responsibilities of the Department of Homeland Security, civilian protests, and new federal laws. For example, a detailed analysis of The Patriot Act (as of 6/11/05, it would be a first of its kind ever re-adopted in America) and its civil liberties ramifications is suggested for the class. Also, a re-cap of significant civilian protests throughout America and the world over the past three years is also suggested for this unit.
Activities: In the mood of the famous movie, Fail-Safe, small groups (three to five students) put on a fifteen-minute original play that illustrates their response to imminent crisis scenarios and expected terrorist acts. Thus, students may wish to role-play key authority figures (such as the President, Homeland Security Chief, Mayor of New York, etc.) or a hypothetical crisis situation related to their particular city, state or nation.
Weeks Eight and Nine: The Media as the Terrorist Marketplace
The class examines how the mass media may act as either as: a) a catalyst to create public awareness or panic, b) to satirize the events or to c) condemn contemporary political leaders.
The teacher has the option of showing films like Fahrenheit 9/11 or pertinent network television programs (60 Minutes) or cable network shows (such as The Daily Show with Jon Stewart) to illustrate the media''s role in terrorist publicity. Students take notes on such programs and later discuss the bias/accuracy of TV personalities moderating the debates or satirical leanings.
Students should also be exposed to important books on the subject of terrorism (teacher''s choice)
Activities: Students could produce their own 15 minute TV show (comedy/serious) designed to show how the media spins the news in America today.
Scoring Rubric
Criteria Excellent Good Average/Poor Essays Tests Cities in-class videos, handouts, or internet sites that address essay questions Answers are more of a personal nature, w/o citing many educational sources Responses in opinions only, w/o mentioning any in-class material Video Critque Comments insightful, unique to addressing the issues of terrorism. Understands fact vs. fiction of movie Comments address main points, but not critque nor question film maker''s presentation of fact vs. fiction Comments vague as to main points. can not see film maker''s bias Class Presentations Connects real world problems to innermost feelings, Dyamic, speaking voice. Strong organization or presentation facts. Organization is fair; eye contact and voice fine but not strong. Facts are not backed by reference. Ignores major issues; confidence lacking while presenting material. Few references cited.
Short plays Scence(s) connect incredibly well to subject matter and audience Play is engaging but lacks connection to class issues Actors fail to illustrate their story to terrorism issues. Large and small group presentations are also evaluated qualitatively (as to how much each student gives of him/herself in the classroom setting).
Resources
BooksLance, Peter (2003). 1000 Years for Revenge: International Terrorism and the FBI the Untold Story.
National Commission on Terrorist Attacks (2004 ). The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States.
Reich, Walter (1998). Origins of Terrorism: Psychologies, Ideologies, States of Mind.
Stone, Geoffrey (2004). Perilous Times: Free Speech in Wartime from the Sedition Act of 1798 to the War on Terrorism.
Whittaker, David J and David Whittaker (2003). Terrorism Reader.
FilmsJunkerman, John (2003). Power and Terror: Noam Chomsky in Our Times.
Moore, Michael (2004). Fahrenheit 9/11.
AccommodationsGroup Size:
In any small group there should be, at minimum, three-five students for the planned activity.
The teacher/teacher aid should float between groups, facilitating discussion. Since this lesson deals with very sensitive issues, the instructor(s) should learn how to be an active-listener and not merely a group leader. When it is time to talk to engage the group and put them on target lesson goals, the teacher should then direct the discussions. Otherwise, it is best for the teacher to step back and allow the students to air their emotions and feelings with these issues.
Time :
Since this lesson involves complex historical concepts, it may be best to allow more time for the students to address the key issues. If part(s) of the lesson takes more time to organically resolve in the minds of the students, the teacher should then add an extra class period or so to complete the lesson.
Input :
Students may be a bit resistant to talk in depth about their feelings and how they could/have come about in their lives, and that is okay to a point. Still, students must become involved with group projects that involve artistic or even journalistic endeavors. Since these types of activities generally call for less open reflections, participation in this part of the lesson is a must for all students.
Obviously, for challenged students, the teacher must use his/her judgement in soliciting active student involvement in the lesson.
Output :
Once again, students who find this type of lesson emotionally difficult to participate in may need to spend time individually with a student aid articulating his/her feelings. Teachers should push students to meet individual/class standards, but still should act in a manner consistent with patience and understanding.
Participation :
Depends on the individual student, but each one should take an active role in at least one of the group projects.
Substitution :
If a teacher wishes to substitute/add any readings that are pertinent to the overall lesson goals, that is perfectly fine. I would recommend local/state newspapers that cover stories that fit the profile of the lesson goals.
What do you think of this lesson? SuccessLink needs to know. Click HERE.Weeks One & Two : Bin Laden and the Al Qaeda:
The US Response
The first lesson begins with the teacher presenting an educational video (see http://www.pbs.org/teachersource/) for video choices) that chronicles reports of 9/11. Click on the “search button ” and punch in the word, ”terrorism.” A list of several sources should pop-up. Click on Frontline: In Search of Al Qaeda (which relates directly to this lesson). Another good site is Nova: Bio-terrorism. Afterwards, students air their feelings about the tragedy (how it has affected their lives in a personal manner).
Next, the teacher discusses basic issues:
- Identify the Al-Qaeda and explain why it carried-out a massive terrorist attack against the USA. The teacher may consider using the following Internet site: http://cfrterrorism.org/groups/alqaeda.html
- Homeland Security changes: http://www. nationalterroralert .com/updates/
- Iraq-US War (reference guide to articles and books) http://www.lib.umich. edu/govdocs/iraqwar.html
Activites: Students write short 500-1,500 word essays on either one of these topics: Bin Laden, Homeland Security, Al Qaeda, or the US-Iraqi War. Once again, these essays can be more of a personal narrative form rather than strictly a research article. After completing the assignment, the teacher reads the most compelling stories to the class. Students are then queried for responses to the tone, objectivity and relevance of the subject (considering the terrorist movement and its effectiveness to carry out its agenda in today’s world).
Week Three: Classifying Terrorist MovementsIn this unit, students learn about various types of terrorism that has existed for centuries.
First, the instructor asks students, “Is there a particular type of terrorism that plagues the global community in the 21 st century?” Students gather in small groups to discuss the notion. The entire class then reconvenes to discuss their findings.
After clarification of currently known terrorism activities in the contemporary world, the teacher introduces the topic, Typologies of Terrorism. Each concept should be addressed by specific incidents to reinforce the main idea.
Terrorism Typologies
(http://faculty.ncwc.edu/toconnor/429/429lect01.htm)
Clarify ‘terrorism typologies. Students can then use the Internet to give examples of terrorism acts. For example, under the category, Domestic terrorism, the Columbine tragedy is one example of such a hideous act. Students can search Google for any of the terrorism typologies, such as environmental terrorist acts. Environmental terrorism is performed by such groups as the Animal Liberation Front and Earth 1 st. Afterwards, students should begin to distinguish the differences between various present-day terrorism acts in America or worldwide.
I. Classified by Place
- Domestic
- International
- Non-state
- State-Sponsored
- Internecine
II. ClassifiedBy Purpose
- Political
- Non-political
- Quasi-terrorism
- Limited Political
- Official or State
III. Clarified By Issue
- Revolutionary
- Political
- Nationalist
- Cause-based
- Environmental
- State-Sponsored
- Nuclear
- Genocide
Activities: Using the Internet, the students (working in a small group of three to five), must find examples of at least two different Terrorist Typologies from each category. The teacher may need to assign selected areas for the different groups in order to avoid repetition of topics. Students will later give a presentation of their findings to the class.
Weeks Four and Five:Historic Terrorist Acts
The class will cover the issue of terrorism and how it has brought about dramatic social change in Asia, Africa, South America, the Middle East, and Europe over the past 700 years. Significant terrorist acts throughout the centuries (Suggested topic areas):
- Julius Caesar (44 BC);
- Iraq Assassins (1100 AD);
- The Thugees of India (1300 AD);
- Spanish Inquisition (1469-1600 AD);
- Heretics, medieval years;
- French Revolution;
- Serb terrorist (starting WWI);
- Hitler’s ascent to power (1932)
- Ireland, Cyprus, Algeria, Tunisia, and Israel rise to nation states.
Activities: A short quiz (week 4) and test (week 5) to reveal the depth of student’s understanding of these various terrorist movement and how they brought about political change.
Week Four Quiz
Short answers are fine for these example questions
Quizzes should be limited to 2-3 tough questions, but ones that reflect a student’s broad scope of knowledge on the subject.
What socio-political factors precipitated the French Revolution? How did French terrorist activities ultimately bring down the ruling class? Please give examples in your answer.
Do you see any similarities in terrorism acts and the subsequent change in political power, in Ireland, Cyprus, or Israel? Please explain.
How has domestic terrorism divided Ireland’s population?
Key
Question: What socio-political factors precipitated the French Revolution? How did the French terrorists ultimately bring down the ruling class?
Answer: General unhappiness within the majority of the French population for the aristocracy. Most felt that leadership was not addressing basic personal rights and civil responsibilities for the public. Thus, the Reign of Terror came about to bring more democratic participation and collective freedom for the French people.
Terrorist bodies were basically formed in groups, ideological in nature, and meant to change the social order. In fact, French revolutionaries justified their terror by religions that preyed on the agitation of the public to overturn the aristocrats. Early on, the violence was sporadic. Yet in the bloodiest of days, dozens of people were beheaded for the flimsiest of reasons. Eventually, the French Revolution achieved its goal, that of giving the public more of a chance for democratic participation in their republic.
Question: Do you see any similarities between terrorist acts and subsequent changes in political power in Ireland, Cyprus, and Israel?
Answer: Early on, terrorism in all three countries brought about dramatic change in government.
For example, after Cyprus gained independence from the United Kingdom in 1960, various groups vied for power. In fact, the anti-British group (the Greek Cypriots Fighters) helped elect Archbishop Markarious, a charismatic
leader. By 1974, Cyprus divided de facto into two-thirds Greek government control, the other third by Turkish leadership.
In Ireland where religion is a basis for constant political tension, the Catholic and Protestant terrorists still fight for control in the leadership parties.
Israel was created, in part, by terrorist groups fighting for land and political recognition.
Today, all three countries still are plagued by terrorists fighting for causes, in part, based on ethnic and religious lines.
Question: Has terrorism divided Ireland's population?
Answer: The obvious answer: Yes, on religious lines. The less obvious notion: No for terrorism has been politicized (the Sinn Fein, the political wing of the Irish Republic Army) in Ireland. With over 6% of its party in the Irish Parliament, the Sinn Fein has legitimized itself within the country. Thus, though the IRA may maim and kill Catholics, as long as its public agenda sides on peace talks, the government and public work to make peace with this group.
Week Five Test
Major questions that may be used here:
Since 9/11, how has America changed in terms of
official domestic security (Homeland Security) and alertness to the possibility of future attacks and
the public's ability to respond to another attack
What was Bin Laden's political/religious agenda in the 9/11 attack?
If you were head of Homeland Security, how would you change America's domestic preparedness?
If you were head of Homeland Security, what would you change?
If you were President, how would you respond to anti-war sentiments?
Key
Question: Since 9/11, how has America changed in terms of Homeland Security and the public's ability to respond to potential attacks? In terms of the Homeland Security branch of the government, there have been important and controversial ways it has conducted business. Taken from the official homepage, here are just a few of them (quoted directly from the Homeland Security Office of the United States): Improving Homeland Security
- With strong bipartisan support President Bush created the Department of Homeland Security and the most comprehensive reorganization of the Federal government in a half-century. The Department of Homeland Security consolidates 22 agencies and 180,000 employees, unifying once-fragmented Federal functions in a single agency dedicated to protecting America from terrorism.
- President Bush has nearly tripled homeland security discretionary funding. More than $18 billion has been awarded to state and local governments to protect the homeland.
- The Bush Administration developed a comprehensive National Strategy for Homeland Security, focused on six key areas: intelligence and warning; border and transportation security; domestic counterterrorism; protecting critical infrastructure; defending against catastrophic threats; and emergency preparedness and response.
- The Administration developed national strategies to help secure cyberspace and the infrastructures and assets vital to our public health, safety, political institutions, and economy.
- The President authorized the establishment of the United States Northern Command, to provide for integrated homeland defense and coordinated Pentagon support to federal, state, and local governments.
- For the first time, the President has made countering and investigating terrorist activity the number one priority for both law enforcement and intelligence agencies. The Bush Administration has transformed the FBI into an agency whose primary mission is to prevent terrorist attacks and increased its budget by 60 percent improving intelligence.
- President Bush proposed the most thorough ongoing reorganization of the intelligence community in more than a half-century. The President supports the creation of a National Intelligence Director to serve as his principal intelligence advisor. He will also establish a National Counterterrorism Center (NCTC) and strongly supports the 9/11 Commission's recommendations to reorganize congressional oversight for both intelligence and homeland security.
- In his 2003 State of the Union address, President Bush announced the creation of the Terrorist Threat Integration Center (TTIC) to synthesize information collected within the United States and abroad about possible terrorist threats.
- The Terrorist Screening Center (TSC) was launched to consolidate terrorist watch lists and provide continual operational support for federal, state, and local screeners and law enforcement.
- The FBI has established a new Executive Director for Intelligence and specially-trained intelligence analysts.
- The Department of Homeland Security Information Network is connected to all 50 states and more than 50 major urban areas, and allows information sharing among thousands of local agencies and the Homeland Security Operations Center.
New Tools to Fight Terrorism
- President Bush won overwhelming support for the USA PATRIOT Act, a law that gives intelligence and law enforcement officials important new tools to fight terrorists. This legislation has prevented terrorist attacks and saved American lives.
- The dramatic increase in information sharing allowed by the PATRIOT Act has enabled law enforcement to find and dismantle terror cells in Portland, Oregon; Lackawanna, New York; and Northern Virginia.
- Warrants are now applicable across state and district lines, eliminating the need to obtain multiple warrants for the same person, a lengthy process that previously hindered counterterrorism efforts.
- Law enforcement officials have been given better tools to fight terrorism, including roving wire taps and the capacity to seize assets and end financial counterfeiting, smuggling, and money-laundering.
- Judges are now able to impose stiffer sentences on terrorists thus supporting first responders.
- The President's 2005 budget reflects a 780 percent increase in funding for first responders since September 11th.
- Since September 11th, more than a half-million first responders have been trained across America.
- The Bush Administration has proposed doubling the level of first responder preparedness grants targeted to high-threat urban areas. The Urban Area Security Initiative enhances the ability of large urban areas to prepare for and respond to threats or acts of terrorism strengthening defenses against biological, chemical, and radiological weapons.
- President Bush signed into law Project BioShield, an unprecedented, $5.6 billion effort to develop vaccines and other medical responses to biological, chemical, nuclear, and radiological weapons.
- The Bush Administration is investing more than $7 billion across all aspects of biodefense. In the last three years, the Administration has created the BioWatch program to monitor major cities for a biological release, procured sufficient smallpox vaccine for all citizens, and significantly increased stocks of antibiotics against anthrax.
- State and local health systems have been provided more than $4.4 billion to bolster their ability to respond to public health crises.
- The Bush Administration undertook several initiatives to detect radiological materials being smuggled into our nation, issuing thousands of portable radiation detectors to border control personnel, and installing radiation detection portals at ports of entry.
- Security and research to protect the nation's food supply from terrorists has increased, adding millions of dollars in funding and hundreds of food inspectors.
Improving Aviation, Border, and Port Security
- To support improved border and transportation security, funding levels have increased by $9 billion since September 11th.
- Aviation security has been improved from the curb to the cockpit. Hardened cockpit doors have been installed on all US commercial aircraft. Flight deck crews are being trained to carry guns in the cockpit. Thousands of air marshals are being deployed daily. All checked baggage now is being screened. Canine teams are now positioned at every major airport to search for explosives.
- Over the last three years, nearly $15 billion has been devoted to strengthening aviation security.
- The visa issuance process has been tightened to better screen foreign visitors; the US-VISIT program was created to use cutting-edge biometrics to check the identity of foreign travelers; and the Student and Exchange Visitor Information System was created to verify foreign student activity in the United States.
- New Coast Guard vessels and specialized maritime security units have been added.
- The Container Security Initiative was developed to allow US inspectors to screen high-risk shipping containers at major foreign ports before they are loaded in ships bound for America.
- The National Targeting Center was created to verify passenger lists of aircraft and container shippers to identify high-risk individuals and shipments. Today, 100 percent of high-risk cargo containers are examined by US inspectors helping victims of the September 11th attacks
- The Administration implemented a $40 billion emergency response package to begin the recovery from the attacks and to protect national security.
- President Bush signed legislation that sped compensation to the family of each fallen police officer, firefighter, and rescuer.
- The President, working closely with Congress, created the September 11 th Victim Compensation Fund, which established a streamlined claim process for victims of the September 11th attacks to receive compensation. The Fund will provide a total of about $7 billion in financial aid.
- More than 10,000 business owners across the nation were approved for more than $1 billion in disaster loans to help deal with the economic consequences of the attacks.
Question: What was Bin Laden's political/religious agenda for 9/11?Answer: Bin Laden's terrorist attack on 9/11 is basically a call to other extremists to follow the philosophy of the Jihad. The Jihad, in essence calls for a crusade against America for having troops in Saudi Arabia. The Jihad also is against Zionists who occupy Al Quds ( Jerusalem). It is Bin Laden's hope that he and others like him will succeed in forcing America to withdraw its troops and for Zionists to evacuate Jerusalem. Open-ended question: If you were head of Homeland Security, what would you change?
Possible Answer: Vote against the Patriot Act which many feel restricts our personal freedom guaranteed in the Constitution and the Bill of Rights. Open-ended Question: If you were President, how would you respond to anti-war sentiments? Possible answer: Confront the protestors, at least, in a public forum, and show empathy for the thoughts, words, and loss of American lives. For example, when considering the mother of a son killed in Iraq who has held a vigil in front of the President's home for nearly a month, the President might wish to speak with her. As of today, the President has not met with the grieving mother. This stance certainly symbolizes his reluctance to acknowledge the growing anti-war movement going on in America and overseas. If he were to tackle this issue with grace and diplomacy in a real way by meeting with anti-war protestors, he might diffuse the problem incrementally.
Weeks Six and Seven: Post 9/11: War, Protests, and Federal Responses
Topic areas to be discussed include the newly implemented responsibilities of the Department of Homeland Security, civilian protests, and new federal laws. For example, a detailed analysis of The Patriot Act (as of 6/11/05, it would be a first of its kind ever re-adopted in America) and its civil liberties ramifications is suggested for the class. Also, a re-cap of significant civilian protests throughout America and the world over the past three years is also suggested for this unit.
Activities: In the mood of the famous movie, Fail-Safe, small groups (three to five students) put on a fifteen-minute original play that illustrates their response to imminent crisis scenarios and expected terrorist acts. Thus, students may wish to role-play key authority figures (such as the President, Homeland Security Chief, Mayor of New York, etc.) or a hypothetical crisis situation related to their particular city, state or nation.
Weeks Eight and Nine: The Media as the Terrorist Marketplace
The class examines how the mass media may act as either as: a) a catalyst to create public awareness or panic, b) to satirize the events or to c) condemn contemporary political leaders.
The teacher has the option of showing films like Fahrenheit 9/11 or pertinent network television programs (60 Minutes) or cable network shows (such as The Daily Show with Jon Stewart) to illustrate the media's role in terrorist publicity. Students take notes on such programs and later discuss the bias/accuracy of TV personalities moderating the debates or satirical leanings.
Students should also be exposed to important books on the subject of terrorism (teacher's choice)
Activities: Students could produce their own 15 minute TV show (comedy/serious) designed to show how the media spins the news in America today.
Scoring Rubric
Criteria Excellent Good Average/Poor Essays Tests Cities in-class videos, handouts, or internet sites that address essay questions Answers are more of a personal nature, w/o citing many educational sources Responses in opinions only, w/o mentioning any in-class material Video Critque Comments insightful, unique to addressing the issues of terrorism. Understands fact vs. fiction of movie Comments address main points, but not critque nor question film maker's presentation of fact vs. fiction Comments vague as to main points. can not see film maker's bias Class Presentations Connects real world problems to innermost feelings, Dyamic, speaking voice. Strong organization or presentation facts. Organization is fair; eye contact and voice fine but not strong. Facts are not backed by reference. Ignores major issues; confidence lacking while presenting material. Few references cited.
Short plays Scence(s) connect incredibly well to subject matter and audience Play is engaging but lacks connection to class issues Actors fail to illustrate their story to terrorism issues. Large and small group presentations are also evaluated qualitatively (as to how much each student gives of him/herself in the classroom setting).
Resources
BooksLance, Peter (2003). 1000 Years for Revenge: International Terrorism and the FBI the Untold Story.
National Commission on Terrorist Attacks (2004 ). The 9/11 Commission Report: Final Report of the National Commission on Terrorist Attacks Upon the United States.
Reich, Walter (1998). Origins of Terrorism: Psychologies, Ideologies, States of Mind.
Stone, Geoffrey (2004). Perilous Times: Free Speech in Wartime from the Sedition Act of 1798 to the War on Terrorism.
Whittaker, David J and David Whittaker (2003). Terrorism Reader.
FilmsJunkerman, John (2003). Power and Terror: Noam Chomsky in Our Times.
Moore, Michael (2004). Fahrenheit 9/11.
AccommodationsGroup Size:
In any small group there should be, at minimum, three-five students for the planned activity.
The teacher/teacher aid should float between groups, facilitating discussion. Since this lesson deals with very sensitive issues, the instructor(s) should learn how to be an active-listener and not merely a group leader. When it is time to talk to engage the group and put them on target lesson goals, the teacher should then direct the discussions. Otherwise, it is best for the teacher to step back and allow the students to air their emotions and feelings with these issues.
Time :
Since this lesson involves complex historical concepts, it may be best to allow more time for the students to address the key issues. If part(s) of the lesson takes more time to organically resolve in the minds of the students, the teacher should then add an extra class period or so to complete the lesson.
Input :
Students may be a bit resistant to talk in depth about their feelings and how they could/have come about in their lives, and that is okay to a point. Still, students must become involved with group projects that involve artistic or even journalistic endeavors. Since these types of activities generally call for less open reflections, participation in this part of the lesson is a must for all students.
Obviously, for challenged students, the teacher must use his/her judgement in soliciting active student involvement in the lesson.
Output :
Once again, students who find this type of lesson emotionally difficult to participate in may need to spend time individually with a student aid articulating his/her feelings. Teachers should push students to meet individual/class standards, but still should act in a manner consistent with patience and understanding.
Participation :
Depends on the individual student, but each one should take an active role in at least one of the group projects.
Substitution :
If a teacher wishes to substitute/add any readings that are pertinent to the overall lesson goals, that is perfectly fine. I would recommend local/state newspapers that cover stories that fit the profile of the lesson goals.
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For additional information contact :
Joesph DiLella
San Diego State Lab School
CALIFORNIA
(619) 523-2065
EMAIL: elsbeth.joe@wolf-elektro.ch - CA - Wr - 3 - C - 09