masthead, closeup of compass

9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 12b, Unresolved Problems: War and Terrorism (Optional)
<-- Previous | Next -->

One Man's Freedom Fighter is Another Man's Terrorist

score logo from SCORE H/SS!

http://score.rims.k12.ca.us/activity/one_man_freedom/

Description: As advisors to the Senate Select Committee on Intelligence (SSCI), it is your team's job to analyze all aspects on terrorism, both at home and abroad, and to provide concise summations in the form of threat assessments. You and your team must determine where and when the next wave of terror might strike and who the guilty parties might be. Standards 10.10.3, 11.9.1, and 12.10

Author: David MacDonald, Fillmore Middle School

Lesson ID: 782

Terrorist or Freedom Fighter: Who Can We Trust?

score logo from SCORE H/SS!

http://rims.k12.ca.us/activity/terrorism/index.html

Description: There are many political organizations that are seeking to redress wrongs from repressive governments. Almost all of these groups use violence. The U.N. wants to help the world deal with terrorism without trampling on the rights of all political organizations. You have been called upon to advise them after reviewing the actions of different political groups in recent history. Standards 10.10.3, 11.9.1, and 1210

Author: Joey Davis, Walnut High School

Lesson ID: 1010

Attack on the United States (September 11, 2001)

http://www.choices.edu/curriculum_unit.cfm?id=26

Description: In the tradition of the Choices Education Project's other outstanding material on foreign policy, here is a valuable tool for teaching about the terrorist attack on the U.S. September 11, 2001. Divergent policy alternatives are provided, each driven by different underlying values, each with pros and cons, risks and trade-offs. The Options are not intended as a menu of choices. Rather they are framed in stark terms to highlight very different policy approaches and the values that underlie them. Each Option includes a set of arguments against it designed to help students think carefully about the trade-offs of each. Standards 10.10 general, 11.9.4, 11.9.6, and Government 12.7.8

Author: Choices Educaton Project, Watson Institute for International Studies

Lesson ID: 108

Defining Terrorism and Selecting the Right Response Policy

http://www.pbs.org/newshour/extra/teachers/lessonplans/terrorism/terrorism1.html

Description: What is a terrorist? Explore the debate over legitimate and illegitimate uses of force and the distinction between terrorists and freedom fighters. Then examine a framework for analyzing political violence and terrorism, apply this framework to historical and contemporary case studies, and develop a working definition of terrorism. With this definition in mind, role-play four policy options and then write an essay expressing your views. Standard 10.10.1, 10.10.2, and 11.9.6

Author: Choices for the 21st Century, Jim Lehrer News Hour

Lesson ID: 305

Freedom of Hate Speech? Investigating Hate Group Propaganda and Free Speech on the Internet

http://www.nytimes.com/learning/teachers/lessons/19990318thursday.html?searchpv=learning_lessons

Description: Defend or refute whether hate groups should enjoy the same right of free speech as guaranteed by the First Amendment as individuals and groups that promote less controversial beliefs. Should the Internet censor web sites that promote such groups? Examine a New York Times article about these issues and analyze and critique a Web site that speaks out about hate groups, hate crimes, discrimination, and First Amendment rights. Standards 10.11, 12.2.1, 12.8 all, 12.10

Author: Alison Zimbalist, The New York Times Learning Network Lorin Driggs, The Bank Street College of Education in New York City, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 422

Human Costs of War: Examining the Role of Civilians in Armed Conflict:

http://www.nytimes.com/learning/teachers/lessons/19991004monday.html?searchpv=learning_lessons

Description: Explore the notion of the civilian cost to armed warfare, then work in small groups to identify the rationale behind U.S. involvement in recent conflicts, the civilian cost of those conflicts, as well as where Americans get their information about U.S. involvement in overseas wars. Standards 10.8.6, Government 12.8 all

Author: Elyse Fischer, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 544

One Pictures Changes 1000 Minds

http://www.nytimes.com/learning/teachers/lessons/19990407wednesday.html?searchpv=learning_lessons

Description: Read and discuss the New York Times article, "News Reports Bolster Support For Bombings," which explains how photographs of Albanian refugees have influenced feelings towards NATO's actions in the Balkans. Choose a photograph and write an essay explaining what you think is happening in the photograph and how it makes you feel. Finally, select and analyze photographs depicting events in the Balkans and create a news photo exhibit. Standards 10.9.5, 11.9.1

Author: Alison Zimbalist and Lorin Driggs, New York Times Learing Network

Lesson ID: 784

Quest for Peace and Diplomacy: A WebQuest on the India-Pakistan Conflict

http://www.angelfire.com/wy/peacequest/index.html

Description: India-Pakistan have been in dispute over Kashmir since independence in 1947. Negotiators have so far been unsuccessful in obtaining a peace agreement between the two countries. Recent "testing" of nuclear weapons by both countries has escalated the importance of resolving this conflict. A Peace Summit has been called at the United Nations office in Geneva, Switzerland, by the U.N. Security Council as a final attempt to avert nuclear warfare in Pakistan and India. A war between these two nations could escalate to encompass the entire world. Delegations from Pakistan, India, Kashmir, and the United States have been invited to the meeting to present their proposals for a lasting peace and an end to calls for war. You are part of one of those delegations. Standards 10.11, 11.7.7

Author: Fatemeh Sheikh, Lahore American School

Lesson ID: 869

Terrorist, Freedom Fighter, or Something in Between

http://www.pbs.org/wgbh/globalconnections/mideast/educators/militant/lesson2.html

Description: By examining the ANC and Hamas, students will understand that history can characterize actions differently from how they were perceived when initially undertaken. They will learn that terrorist groups exist within a political, cultural, and historical context, and students will be able to explain that many interrelated factors (religion, political power, human rights, and others) play a role in motivating a group to action.

Author: Public Broadcasting Service, Global Connections

Lesson ID: 1011

9 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 12b, Unresolved Problems: War and Terrorism (Optional)
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.