Who is a terrorist and what actions constitute terrorism? - Lesson by Joshua Wiles

Lesson: Who is a terrorist and what actions constitute terrorism?
Grade: High School law class (junior/senior)

Essential Questions: 
Do we think of certain people as capable of terrorism? 
Should we apply the definition of terrorism uniformly to all people and their actions? 
Is there a dominant narrative surrounding the idea of terrorism in western press?

Do Now: Free write -- Take 3-5 minutes to describe who you think of when the word terrorist is mentioned. Please try and be honest with yourself with the certain type of person you think of when writing a description.

• As a class, word web what the class thinks is a terrorist vs. what the media thinks

Procedure:
1. (Part one-What does a terrorist look like?)View two short clips on what a terrorist looks like
www.democracynow.org/2011/8/25/with_cia_help_new_york_police (14:25-16:28)
www.cbsnews.com/8301-3445_162-6385040.html (up until 5:03)

2.(Part two-What acts constitute terrorism?)
-Think, pair, share- Ask each student to take a minute and define terrorism in two sentences or less. After one minute, pair up students and have them brainstorm over a possible definition. After two minutes of discussing, have each pair share their definition by allowing each pair to write it on the board.

3. After discussing similarities and differences between the definitions, mention to the class the status of the international community's ability to agree around a definition. "At this point in time, There is neither an academic nor an international legal consensus regarding the definition of the term "terrorism". Various legal systems and government agencies use different definitions of "terrorism". Moreover, the international community has been slow to formulate an agreed upon, legally binding definition. These difficulties
arise from the fact that the term "terrorism" is politically and emotionally charged."

4. Consider -- Why? As a class, brainstorm some possible reasons why there isn't a consensus over defining terrorism.

5. Ask students to name five acts of terrorism and as a class make a word web with the collection of acts.

6. Show Bowling for Columbine clip: https://www.youtube.com/watch?v=om4NJoZaPac (2:27)
Show Dirty Wars clip (52:54-49:18)Show Chomsky clip https://www.youtube.com/watch?v=l8_8773TUmA#t=173 (up until 2:53)

7. Wrap up: Discussion -- After watching all of the clips, would you agree with Chomsky that the U.S. is a leading terrorist state? Why or why not? Has this lesson changed your perception on terrorism? What can we do, as an active citizenry, to lesson acts of terrorism and protect ourselves and others from such acts?

Extension: Students write and read aloud argumentative essays to the class. Students debate through the strength of each argument.

Common Core Writing Standards
W. 7.1. Write arguments to support claims with clear and relevant evidence.