Lesson Length of Class Period

Defining Terrorism 51 min

Objectives (All students will be able to . .
.)
Materials
Define terrorism in their own words
Critique real world situations of
conflict.
PPT Slides
Graphic Organizer
Situation Sheets
Situation Sheet nswers !teachers onl"#
Agenda What students need to turn in today . . .
Da" 1
1. Do $ow%
&. '(11 footage
). '(11 *ac+ground +nowledge
Homewor!
Higher Order" Critical #hining
$uestions ased during this lesson!
,hat is terrorism-
Accommodations"Modifications!
.efocusing if needed
/0tra time is needed
%nstructional &elivery 'describe in detail and from a student(s )ers)ective what will
ha))en in this class )eriod*.
#imes
115
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1'1)2
The students will perform the flow colors game *" themsel3es on their Do $ow half sheet. fter
wor+ing on their half sheets4 a student will *e selected to 5dri3e6 and another will *e chosen to
show a possi*le solution. There will *e two le3els that the students will ha3e to complete for the
game. +&o ,ow-
The students will watch a short clip of footage during '(11. The footage shows how merica
first learned a*out '(11 and the sequence of e3ents of the da". ,hile the mo3ie is pla"ing4 the
students will write down their feelings and reactions. The feelings and reactions can *e of their
own or what the" see how others are in the 3ideo. +."// footage-
The students will then te0t into Pole /3er"where two of their reactions(feelings and three words
that the" thin+ a*out when the" thin+ a*out '(11. Poll /3er"where will ta+e their answers and
create a word cloud. The word cloud will *e pro7ected and will show real time answers. The
word cloud allows the students to see a 3isual representation of their answers and it will *e
easil" discerni*le to see the similarities. fter all the students ha3e te0ted4 there will *e a short
discussion on the common words. +0acground-
The students will then *e gi3en real situation of international conflicts that ha3e happened in
the past. The names of the actual countries ha3e *een changed though. 8n their groups the
students will read the situations out loud4 decide what actions in the situation would *e
considered terrorism according to the class definition4 who would *e the terrorists in the
situation and other information the" would need to +now to understand the situation *etter.
+1ituations-
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9:151
The students will then *e introduced to the new essential question% 5,ho acts most li+e a
terrorist-6 The main part of this that students will ha3e to decide upon is 5,hat is a terrorist-6
Therefore the students will ha3e to come up with their own definitions of terrorism. ;sing the
readings as specific e0amples4 the students will first come up with their own definition of
terrorism. Then the students will share their definitions in their groups. Then the" will come up
with one definition as a group to share out with the class. Once the class has shared out their
definition4 then the students will wor+ together to decide what definition the" will use for this
unit. The teacher will facilitate this discussion to help the students come to a consensus.
+&efinition-
8n the last5 minutes of class the students will independentl" and silentl" respond to their e0it
tic+et. Their e0it tic+et as+s the students to answer the following prompt% Explain your
criteria for Terrorism and provide an example. This e0it tic+et will gi3e me an understanding
of what each student thin+s a*out terrorism. +23it #icet-