Global Education Institute Requirements

Lesson Plan Requirements:

The lesson plan you complete will need to meet the following requirements:
(1) Incorporates at least one dimension from Hanveys teaching for a global perspective;
(2) Incorporates aspects related to teaching for global competency;
(3) Utilizes resources provided during the institute.
Please use the template provided to organize your lesson plan and then submit your document
and related resources to gregory-hamot@uiowa.edu by December 31, 2015.
Professional Development Presentation Plan:
In addition to designing a lesson plan on teaching for a global perspective, you will need to share
your work with colleagues at your school. Your one-page Professional Development
Presentation Plan will include the following:
(1) A title and the intended audience for the presentation (department faculty, school faculty,
community organization, etc.).
(2) A detailed overview of how you will present on what global education entails and how you
incorporate global education in your teaching. Consider the following when organizing your
proposal:
--Discuss why you attended the workshop and what you learned related to the
purpose of your presentation and lesson plans. Why did you choose this topic and how
does it achieve the goals of global education? What new strategies, concepts, and/or
resources are you incorporating into your teaching because of the institute?
--Explain how your lesson plans and materials fit into the Iowa Core, the goals and
objectives of your school, and/or teaching about global issues in general.
--Present your lesson plan and the related activities. Make it interactive by having
audience members do the lesson.
--Share resources you used to create the lesson as well as supplemental resources you
think teachers would find useful.
Your one-page Professional Development Presentation Plan will be submitted along with your
lesson plan and materials to gregory-hamot@uiowa.edu by December 31, 2015.

Global Education Institute Lesson Plan

Your name and school: Stacy Schmidt; Dubuque Senior High School
Lesson grade level: 9th Grade
Lesson title: A Global Perspective of Groups Labeled as Terrorists
Enduring Question: What causes groups to engage in violent activism? Why are
some activist groups labeled terrorists and others are not?
Lesson abstract (40 words maximum): Students will use multiple perspectives to examine
groups that have been labeled as terrorists.
Learning Objectives:
The student will know or be able to:
Analyze the circumstances that cause organizations to take actions that others may
perceive as extreme.
Evaluate the actions and goals of organizations to assess why the organization has
been labeled a terrorist group.
Demonstrate empathy by examining events and actions from multiple points of view
by giving reasons for group behaviors and beliefs.
Participate in a Socratic seminar to discuss the criteria (or lack thereof) use to
designate a group as terrorists and the ramifications of that designation.
Iowa Core Standards:

Understand current social issues to determine how the individual is able to formulate
opinions and responds to those issues. (SS.9-12.BS.4)
o Understand past and current cultural, religious, and social reform movements.
o Understand that conflict between people or groups may arise from competition
over ideas, resources, power, and/or status.
Understand how social status, social groups, social change, and social institutions
influence individual and group behaviors. (SS.9-12.BS.5)
o Understand changes in social and political institutions reflect and affect
individuals' values and behaviors.
Understand how culture affects the interaction of human populations through time and
space. (SS.9-12.G.6)
o Understand the causes of boundary conflicts and internal disputes between culture
groups.
Understand historical patterns, periods of time, and the relationships among these
elements. (SS.9-12.H.1)

o Understand concepts such as chronology, causality, change, conflict, and

complexity to explain, analyze, and show connections among patterns of
historical change and continuity.
Understand the role of culture and cultural diffusion on the development and maintenance
of societies. (SS.9-12.H.3)
o Understand cultural factors that have promoted political conflict.
Understand the role of individuals and groups within a society as promoters of change or
the status quo. (SS.9-12.H.4)
o Understand the significant religious, philosophical, and social movements and
their impacts on society and social reform.
Understand the effects of geographic factors on historical events. (SS.9-12.H.6)
o Understand the historic reasons for conflicts within specific world regions.
Understand cause and effect relationships and other historical thinking skills in order to
interpret events and issues. (SS.9-12.H.8)
o Understand multiple viewpoints within and across cultures related to important
events, recurring dilemmas, and issues.
o Understand how and why events may be interpreted differently depending upon
the perspectives of participants, witnesses, reporters, and historians.

Global Competency Standards:

Students investigate the world beyond their immediate environment.

o Students use a variety of languages and domestic and international sources and
media to identify and weigh relevant evidence to address a globally significant
researchable question.
o Analyze, integrate, and synthesize evidence collected to construct coherent
responses to globally significant researchable questions.
Students recognize their own and others perspectives.
o Examine perspectives of other people, groups, or schools of thought and identify
the influences on those perspectives.

Materials/Equipment/Websites:
Computer or smart phones with internet access
Assignment sheet (APPENDIX A)
Socratic Seminar Rubric (APPENDIX B)
http://web.stanford.edu/group/mappingmilitants/cgi-bin/groups - This research project
traces the evolution of militant organizations and the interactions that develop between
them over time.
http://legacy.juniata.edu/services/library/instruction/handouts/craap_worksheet.pdf This
handout details the CRAAP test, a tool to help determine the value and quality of
information on a general web source.
www.easybib.com Free website for creating citations in MLA format (APA and other
formats available, but for a fee).

Detailed Procedures/Questions/Activities:
Note: This activity is designed to take place toward the end of a unit on Political Geography.
Students will have already examined the formation of states, how states interact with each other,
and how boundaries between states can cause problems. Students should also have developed a
working definition of terrorism and an understanding of why acts of terror are committed.
Begin class by reviewing the working definition of terrorism that has been developed by the
class in previous activities.
Have student brainstorm acts of terrorism that they have learned about or have discussed. List
these on the board at the front of the room. Ask students what these acts have in common?
Discuss with students why these acts have been labeled as terrorism. Give students another
example. Describe the Boston Tea Party from the perspective of Great Britain in such a way that
the colonists would fit the description of terrorists. Ask students whether or not this is an act of
terrorism. After students have had a chance to discuss this, re-tell the story from an American
perspective, with the colonists as heroes fighting against unfair laws and taxes. Students may be
surprised that this event could be seen as terrorism. Be sure to point out that how actions are
labeled is based on a persons perspective; the idea that not all people will agree on what
constitutes terrorism.
TRANSITION: To help us understand the importance of perspective and how it relates to
terrorism, were going to do a mini research project. The information that we gain from this
project is going to prepare you for our Fishbowl Discussion later on.
Give students a copy of Appendix 1. Read through the Essential Questions and instructions with
the students. Discuss each of the questions with the class and check for understanding. Make
sure you point out the Stanford website at the bottom of the page. This is the place where many
students will start in researching their organization. If you wish, students may work in groups of
2-3 or individually; more than 3 people may be too large for this activity. Depending on their
experience conducting online research, it may be necessary for you to discuss the CRAAP test in
detail to help students find reliable sources.
Note: Because I cover Al Qaeda and ISIS in more detail in class discussions, I do not allow
students to use these groups for this project.
WORK TIME: Students will need internet access to complete the research. The research will
likely take 2-3 45 minute class periods.
FISHBOWL DISCUSSION:
Note: If students are NOT familiar with this discussion technique, you may wish to take time
before the day of the discussion to review the procedure and rubric with students.

The fishbowl discussion should be centered on the two essential questions provided at the
beginning of the lesson. It may be helpful for the teacher to have a couple of questions that can
be used to extend the discussion. For example, the teacher could bring up the issue of statesupported terrorism.
Following the discussion, allow students the opportunity to ask any additional questions they
may have about this issue.

Assessment(s):
Fishbowl Discussion
APPENDICES:
APPENDIX 1: Terrorist Assignment Sheet
APPENDIX 2: Fishbowl Discussion Protocol and Rubric

APPENDIX 1:
AP Human Geography

Name:
Period:

ESSENTIAL QUESTIONS: What causes groups to engage in violent activism?

Why are some activist groups labeled terrorists and others are not?
Your job is to infiltrate a terrorist group. Okay, not really, but didnt that
sound awesome? I want you to research these groups, but with a different
perspective try to put your mind into that of a person or group that has
been labeled a terrorist by other states or groups.
On a separate piece of paper, answer the following questions. You may type
or handwrite your responses.
1. What is the official title of your group or organization?
a. Is there a formal organizational structure to your group? Do you
have a leader?
2. What or who do you represent? What are you fighting for? What is your
cause, etc.?
a. How would you characterize your group (i.e. freedom fighter,
independence movement, resistance group, oppressed people,
etc.)?
3. Where did your organization originate?
a. If your organization has diffused, list the countries/areas to which
it has diffused.
4. When did your group originate?
a. Was there a specific event or issue that led to the development
of your group?
b. What is the scale of your activities and goals? Local, Regional,
National, Global?
5. What actions has your group taken in attempting to achieve your
goals? Be as specific as possible. Give dates, locations, and
methods!
a. What did you hope to gain from these acts? What was your
motivation?
b. What were the results of these actions? Were they effective in
bringing the change your group wants?
6. What support do you have from the people you claim to represent?
a. Financial support?
b. Refusal to cooperate with authorities (government, police, etc.)
c. New members
7. Why do you think you have been labeled as a terrorist organization?
8. Why do other countries or groups refer to your group as a terrorist
organization?

a. What actions, if any, have governments or other groups taken

against your group?
9. Next, comment on your personal reaction to your research. What, if
anything, did you find surprising about this group? Was the U.S.
involved in any way, as a target or a supporter, with this group?
Explain.
10.
How do your groups goals, actions, and beliefs fit with the
definition of terrorism we have been using in class? Why is the label,
terrorist, significant?
In addition to a hard copy of your responses to the questions above, you will
need to provide a Works Cited page for this project. Please use MLA format
(easybib.com makes thisEASY!! ) A Great source for getting started is:
http://web.stanford.edu/group/mappingmilitants/cgi-bin/groups. Follow the CRAAP test.
NO ENCYCLOPEDIAS or WIKIPEDIA!!
Possible Groups to research (not all are on the Stanford website):
Abu Nidal Organization ANO (3) Split from
PLO
Abu Sayyaf Group ASG (7) Southern
Philippines
Al-Aqsa Martyrs Brigade (1) Palestine
Al-Gamaa al-Islamiyya (2) Egypt
Al-Jihad (9)- Egypt
ELN National Liberation Army (2) Colombia
ETA Basque Fatherland and Liberty (12)
Basque
FARC Revolutionary Armed Forces of
Colombia (2)
HAMAS Islamic Resistance Movement (6)
Hezbollah (14)
IMU Islamic Movement of Uzbekistan (7)
IRA Irish Republican Army (12)
Islamic Jihad for the Liberation of
Palestine (14)
Japanese Red Army

Kach and Kahane Chai (12) Zionist; B.

Kahane
LJ Lashkar I Jhangvi (1) Pakistan
LT Lashkar-e-Tayyiba (1) Pakistan
LTTE Liberation Tigers of Tamil Eelam (4) Sri
Lanka
MEK Mujahedin-e Khalq Organization (2)
MRTA Tupac Amaru Revolutionary Movement
(3) Peru
PFLP Popular Front for the Liberation of
Palestine (2)
PIJ Palestine Islamic Jihad (2)
PKK Kurdistan Workers Party (4)
PLF Palestine Liberation Front (2)
Revolutionary Organization 17 November
(2) Greece, pro communist
Shining Path Peru
Uighurs China

If there is another group that you would like to research, the group must be
approved by your teacher. No group will be given permission to
examine Al Qaeda or ISIS (Islamic State).

APPENDIX 2

THE FISHBOWL
CLASS DISCUSSION TECHNIQUE
Five seats are placed, in a circle, in the center of the room.

1.
2.

All other seats a pushed to the walls for seating for non-participants.

3.

The five students in the circle, the fishbowl, are the only ones allowed to speak in the
room. There is to be no conversation outside of the circle. The teacher chooses the
first students in the circle, at random.

4.

The students engage in debate on an issue presented, as an open-ended question, by

the teacher.

5.

All participants must abide by the rules of civic discussion. These rules are provided
in the discussion rubric.

6.

The participants must also operate under the standards of common courtesy. (No
yelling, no interrupting, no name-calling, etc.)

7.

Once a student in the circle has spoken, a student from outside the circle may come
and tap that student. The student in the circle must then give the one who tapped
them their seat and return to the outside observation seats. The new entrant may
not be tapped until he or she has spoken at least once.

8.

Students, once removed from the circle, may return at any time. (They may not be
tapped until they have spoken again) The teacher may grant preferential seating to
students who have not yet participated in the debate.

9.

The teacher does not participate in the discussion except to provide a new question
or to terminate an irrelevant, or inappropriate, line of discussion.

Discussion Rubric
Discussion
3
2
1
0
Rubric
Substantive
States and
Accurately states
Accurately states States a relevant Does not state any
identifies issues. and identifies issues. an issue.
factual, ethical, or issues.
definitional issue
as a question.
Uses
Accurately and
Accurately
Accurately
Does not express
foundational
expresses completelyexpresses mostly expresses
any relevant
knowledge.
relevant foundationalrelevant
somewhat relevant foundational
knowledge
foundational
foundational
knowledge.
pertaining to the
knowledge
knowledge
issues raised during pertaining to
pertaining to an
the discussion.
issues raised
issue raised by
during the
someone else.
discussion.
Elaborates
Pursues an issue
Pursues an issue Elaborates a
Does not elaborate
statements with with more than one with one
statement with an any issues.
explanations,
elaborated statement elaborated
explanation,
reasons, or
and includes
statement and
reasons, or
evidence.
evidence.
evidence.
evidence.
Procedural
Invites
Engages others in Invites comments Does not invite Does not invite
contributions
the discussion by
from others and comments from comments from
from, and
inviting their
does not
others but allows others nor
acknowledges contributions and
acknowledge their others to speak. acknowledge their
statements of, acknowledging their statements.
Does not
statements.
others.
contributions.
acknowledge
contributions from
others.
Challenges the Constructively
Responds in a civil Responds in a
Does not respond in
accuracy, logic, challenges the
manner to a
civil manner but a civil manner in all
relevance, or
accuracy, clarity,
statement made by does not challenge conversations. Does
clarity of
relevance, or logic ofsomeone else by the accuracy,
not challenge the
statements.
statements made.
challenging its
clarity, relevance, accuracy, clarity,
accuracy, clarity, or logic of
relevance, or logic
relevance, or logic.statements.
of statements.
Adapted from Harris, David E. Assessing Discussion of Public Issues: A Scoring Guide. In Handbook on
Teaching Social Issues, edited by Ronald W. Evans and David Warren Saxe. Washington, D.C.: National Council for
the Social Studies, 1996.