Students create a word cloud of their associations with the word terrorism. Then they review different definitions of terrorism and create a chart of three characteristics. Next they learn about different categories of terrorism. Then they analyze the motivations behind extremist Islamic terrorism. Finally they create an infographic about a relatively new phenomenon—cyberterrorism.
Students read a brief introduction explaining that terrorism is not new but has expanded with globalization, and review the lesson objectives. They then respond to a word cloud prompt by posting a word or short phrase they associate with terrorism.
Teacher MovesIntroduce the overall flow of the experience and highlight the objectives. Note that student responses may reveal prejudices (such as assuming all terrorists are Muslims) that will be addressed later. Provide brief historical context for the term terrorism, including its origins in the French Revolution and its connection to fear and state-sponsored violence.
Students read explanations of how different organizations define terrorism, including distinctions between international and domestic terrorism, and key elements such as calculated violence, fear, and political, religious, or ideological goals. They then complete a graphic organizer by creating a chart that identifies three core characteristics of terrorism.
Teacher MovesClarify the definitions and distinctions among international, domestic, and other formulations of terrorism, and invite questions to ensure students understand the key characteristics before moving on.
Students read descriptions and examples of vigilante, insurgent, international, and state terrorism, including historical and contemporary cases such as the Ku Klux Klan, the IRA, ETA, the PKK, the 1972 Munich Olympics attack, and state violence in Argentina, China, and Syria. They then complete an inline-choice activity in which they label examples with the correct type of terrorism.
Teacher MovesAllow time for students to ask questions and discuss the examples, helping them connect each case to the appropriate terrorism category before proceeding.
Students read about how many Americans conflate terrorism with Islamist extremism and examine the concept of jihad, including how extremists and moderate Muslims interpret it differently. They explore political, cultural, social, and sectarian causes of Islamic terrorism and read pages 1–3 of The Globalization of Jihad: From Islamist Resistance to War Against the West to deepen their understanding of these motivations. Using a class wall, they describe at least one cause of Islamic terrorism and draw a conclusion about whether that cause may also apply to terrorists of other religions, citing evidence.
Teacher MovesPrompt students to post thoughtful responses on the wall, then highlight and share interesting or exemplary answers for class discussion. Use the discussion to clarify which causes (political, social, sectarian, cultural, or “holy war” against perceived anti-Islamic targets) are unique to Islamist extremism and which can also apply to other religions.
Students read about cyberterrorism as a form of terrorism that targets information systems and uses the Internet for recruitment, funding, intelligence, and attacks on critical infrastructure. They read Cyberterrorism to learn more, then create an infographic—either digitally or on paper and uploaded—that explains the dangers of cyberterrorism and, if possible, includes steps individuals can take to protect their personal systems.
Teacher MovesAsk students whether they consider cyber attacks to be a form of terrorism and have them justify their views, emphasizing that even without direct physical violence, cyberterrorism can harm essential systems and people’s wellbeing. Support students as they plan and create their infographics.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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