In this plan we have provided enough material for one or two sessions, depending on how much time you have, and how much detail you go into.
Project MV Terrorism 1.1 What When Where.pptx. It is also provided as a .pdf. Slides 2 and 3 look at definitions of terrorism. Read through the definitions individually or as a class and answer the question, "What similarities and differences do they have?" You may want to draw a table on the board with "Similarities" in one column and "Differences" in the other and note the points as the class makes them.
It is for legal reasons that the UN are still struggling to officially define terrorism. Without a definition, individuals cannot be prosecuted under law. So an internationally agreed legal definition has still not been resolved.
Slide 4 can be used in different ways. It lists sixteen terms that are associated with violent struggle. Hand out copies of, or project, MV Terrorism 1.2 Definitions.pdf. There are three columns: The first lists the words from Slide 4 with alternative forms of those words. The second gives a short definition. MV Terrorism 1.2 Definitions differentiated up.pdf has the second column blank for students to fill in themselves. The third column, "Connection to terrorism", is to be filled in by students. You may wish to reduce the number of terms; we have provided the Definitions sheet as a .docx in case you wish to make alterations.
Slide 5 introduces the main part of the session. Five examples are provided of organisations and an individual that have been labelled as terrorists at one time or another in their history. They are:
- The Irish Republican Army
- The Suffragettes
- The African National Congress
- Anders Behring Breivik
You may not wish to use all five cases, but the overall point is that terrorism has taken place across the world over time.
You may wish to have the students research other organisations or individuals that have been labelled as terrorists for comparison. You may wish to set this as homework.
Slide 6 introduces the questions that are asked at the end of each example:
- Who were they?
- Where were they active?
- When were they active?
- Key incidents
The suggestion is made to use the vocabulary on Slide 4 to help with definitions.
Slides 7 to 26 give five brief case histories followed by the same six questions. You may want to have the class work all together, in groups, pairs or individually on this task.
A key point is that definitions of an organisation may change over time, for example the ANC was seen as a terrorist organisation by the ruling National Party between 1948 and 1990 but they went on to be the democratically elected ruling party of South Africa themselves in 1994.
The case study on Al-Qaeda explains that Miriam's Vision was created in response to the 2005 London bombings.
Slide 27 is a world map with the heading, "On the map locate where each is, or was, active." Using arrows or sticky notes on the projection, or individually on print-outs of the slide, identify the areas affected in the case studies. The point is that acts of terrorism have taken place all over the world.
Slide 28 says, "Create a timeline and locate when each was active." Using the projected line or creating your own, as a class or individually or in groups, show the active times for each case. The point is that acts of terrorism have taken place over history.
Slide 29 asks students to examine the similarities and differences between the different cases. You may choose to do this as a class, noting responses in two columns.
Slide 30 poses the question, "Can violence ever be justified to achieve change?" It is suggested to discuss, or debate, the question as a class with a vote at the end. You may wish to set it as homework. The point is that there are arguments to be made on both sides.