How did Ku Klux Klan develop and flourish in the US? How did the government respond to acts of terrorism conducted by the KKK following the Civil War? How does the government respond to acts of terrorism today? This resource...

Learners read selected articles and discuss various definitions of terrorism. They create a chekclist of their definitions. Students listen as the teacher reads several scenarios aloud and decide if the incident would count as terrorism....

Students explore an international terror alert originating in Yemen.  In this lesson plan, students read an article that explains a terror alert in Britain, then complete several activities that reinforce the reading, including a...

Students define the concepts of terrorism and tolerance using various resources. They examine the concept of stereotype, consider stereotypes often applied to Arabs, Middle Easterners, and Muslims, and attempt to discredit these...

High schoolers investigate what schools and communities can do to be prepared for terrorist attacks, review school's disaster plan, research types of possible attacks, prepare infographic that makes facts clear, and write news article...

Students explore the issue of racial profiling and post their conclusions to a youth message board. They research the issue of racial profiling and post their thoughts to a message board.

Seventh graders research the political, societal, and economic factors of World War I, World War II, and the 2001 war against terrorism. They participate in class discussions, write journal entries, and conduct Internet research. ...

Students read a short story about a young Iraqi boy, which opens up classroom discussion about the difficulties some immigrant students face, especially in the days after September 11.

Students are assigned a member of the Chinese Politburo and research this person's background, position, and political beliefs. Based on their position on the Politburo, their personality, and their background before coming to power,...

Young readers work on evaluating claims in a piece of informational text with the article "In New York, It's Open Bag or Find Exits" from the New York Times. They analyze current search procedures implemented to fight terrorism...

Students define the term terrorist, and examine how terrorist methods are used to promote fear and endanger the lives of innocent individuals. They analyze why President Bush has declared war on terrorism, and write essays on terrorism.

Students read an article about dirty bombs and then use a worksheet as a discussion guide to consider surrounding issues. They use balloons, cornstarch and iron fillings to demonstrate the possible impact of a dirty bomb.

Students commemorate 9/11 by writing letters to fire, police, or emergency medical personnel in local communities or to the service men and women who fight terrorism overseas in this activity. The idea is to show appreciation to those...

High schoolers examine the guidelines put out by the FBI to follow during federal investigations. In groups, they discuss the decision by the FBI to increase surveillance after the terrorist attacks on September 11. They share their...

Young scholars compare and contrast the events of the Pearl Harbor Attack and the attack on September 11, 2001 by examining the similarities and differences between these two events.

Students view a film about the fall of Peru's president. They develop possible solutions for governments to follow when dealing with terrorism. They work together to research civil liberty limitations put in place during war. They...

Students study the history and culture of Jim Crow, as well as the scope of Jim Crow laws across the United States. They consider the concepts of terror and triumph with respect to the history of Jim Crow, the recognition of evidence of...

Students research the term "racial profiling to help decide if this directive fits in that category. Students explore the reaction of each side and the pros and cons each offers. Students Prepare a debate with one side supporting the FBI...

Students research the terrorist threat to the United States. They examine types of possible attacks and the best way to be prepared for each. Students disseminate information to the community. They publicize the school disaster plan.

How did an investigation into the causes of the collapse of the Twin Towers, as a result of the 9/11 attacks, inform the construction of the new 1 World Trade Center? That is the central question of a resource that asks class members...

Students act as delegates to the Russia-NATO summit in Reykjavik, Iceland by researching and drafting position papers on six topics of interest to NATO.

Pupils view a documentary, read articles, discuss and write about Europe's struggle with strained U.S. relations, increased terrorist activity, a growing Muslim population and the logistics of uniting under the European Community.

Young scholars explore the similarities of the Japanese-American experience in WWII and Arab-American experience in post-September 11 US policy. They create presentations on their reflections and express themselves through poetry, dance,...

Students discuss the terrorist train bombings in Madrid, Spain. The class evaluates the value of memorials in the struggle to deal with the grieving process. Groups design a memorial and/or poem to commemorate those lost in the...