Teaching Strategy
I teach in 90-minute blocks. Each lesson can be used in two week increments. The teaching strategies I will use involve cooperative learning assignments, websites dedicated to lessons on teaching about terrorism, a classroom textbook, one documentary film, mock trial case development, video creation against terrorism, researching information about dangerous terrorist networks (where they are located, are there any sleeper cells in America, who sponsors them, their targets, etc.) a review of terrorism court cases, and guest lecturers from law enforcement or the judiciary. These activities will be collaborative, pair-share and role play. In teaching this curriculum, it is very important to utilize KWL in order to assess what the student is learning, as all students are not aware of the same degree of content related to this subject. KWL (what the student Knows, Want to know and what they Learned after the lesson). It is also important to be sensitive to the feelings of students, because they may know of someone that was a victim of a terrorist act, be from a country that is known for terrorist activity, or even have a friend or family member involved in some component of fighting the "war on terror." This would include members of law enforcement, the military, victims, etc.
Included in teaching this curriculum unit, the teacher should be proficient in developing a PowerPoint presentation about the information included in this unit. The PowerPoint will be utilized in the directed instruction of the lessons. Because this topic is ever evolving, future information on the topic will be incorporated into the unit, i.e. court decisions, current events, etc. Additional critical thinking questions can be incorporated into the lesson that may not be included in this unit, along with talking points for class discussion on the topic.
Students will provide information on democracy and terrorism from governmental sources such as the United States Department of State, Central Intelligence Agency, Federal Bureau of Investigation, Department of Homeland Security and other governmental, judicial and law enforcement agencies. Hopefully, after students are educated on this poignant topic, their fears will be reduced and they will have a better understanding of issues surrounding terrorism. In this case, they will be able to view this topic more intelligently and objectively.
Because my students are pursuing careers in the legal field, I intend to invite to my class an official from either the FBI terrorist unit, The Department of Homeland Security terrorism task force, the United States Attorney General's Office. Having such a resource to talk one-on-one with students will enhance the students understanding of potential threats, as well as the various measures these agencies have in place to eliminate threats and harm to American citizens. I will also invite a member of the judiciary to come into the class to discuss the role of the judiciary in the recent cases involving foreign terrorist. This would be a defense attorney who understands the roles played in defending a terrorist. These guest lectures may be tailored to your own individual city or state.
The students will have the opportunity to view a documentary film. The film entitled Divided We Fall: Americans in the Aftermath (2006) by Valerie Kaur is a documentary that shows the blatant hatred and prejudice against those who wear turbans or those who resemble Middle Eastern people. This unfair treatment was (and still is) directed towards innocent, law abiding people that live in America, many being American citizens. This film involves the aftermath of September 11 th and the hate attacks upon such non Arab Americans. The film is touching. One comment stated in the film says it all, "when you look at a turban, you should see a brother, not an enemy." After the terrorist attacks on 9-11, many people were mistreated and even killed simply because they looked like those who flew planes into the World Trade Center.
The students will also read the required textbook Terrorist by John Updike. This fictional book will ignite much discussion by the students because of the main character, who is a Muslim, and his perspective of America and its Christian values in conflict with those of the Islamic culture and religion. Another book to be used is entitled, The Terrorist Trial of the 1993 Bombing of the World Trade Center by Michael J. Pellowski. This author has written more than fifty books for young people. This book lays out the hunt for the culprits of the 1993 WTC bombing and the controversial trial that followed.
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