Terrorism & the U.S._tg.q

David Rodriguez

Description

Terrorism & the U.S._tg.q

Sujets

• Arts

Informations

• Publié par: ycyzadom
• Nombre de lectures: 29
• Langue: English

Extrait

•

www.unhchr.ch/html/menu3/b/91.htm

The United Nations Office of the High Commission for Human Rights

provides the full text of the

“

Geneva Convention Relative to the Treatment

of Prisoners of War,

”

which was adopted in August, 1949.

•

www.library.arizona.edu/wracamps/

The University of Arizona presents information related to the internment of

Japanese Americans during World War II. Students may access the full text of

President Franklin Delano Roosevelt

’

s Executive Order No. 9066 that set the

stage for the creation of military camps.

Suggested Print Resources

•

Lam b, Nancy.

One April Morning: Children Remember the Oklahoma City

Bombing.

Lothrop, Lee & Shepard Books, New York, NY; 1996.

•

Sonder, Ben.

The M ilitia M ovem ent: Fighters of the Far Right.

Franklin

Watts, New York, NY; 2000.

•

Thoms,Annie and Taresh Batra.

With Their Eyes— September 11th: The View

from a High School at Ground Zero.

Harper Tem pest, New York, NY; 2002.

T E A C H E R ’ S G U I D E

T E A C H E R ’ S G U I D E

T E A C H E R ’ S G U I D E

5

800-843-3620

Jeffrey W. Litzke, B.A., Political Science, M.Ed.

Curriculum Specialist, Schlessinger M edia

TEACHER’S GUIDE CONSULTANT

T

his guide is a supplement designed for teachers

to use when presenting programs in the video

series

Terrorism in Our World.

Before Viewing:

Give students an introduction

to the topic by relaying aspects of the program

overview to them. Select pre-viewing discussion

questions and vocabulary to provide a focus for

students when they view the program.

After Viewing:

Review the program and vocabu-

lary, and use the follow-up questions and activities

to inspire continued discussion. Encourage students

to research the topic further with the Internet and

print resources provided.

Teacher

’

s Guides Included

and Available Online at:

T

ERRORISM

&

THE

U.S.

Teacher

’

s Guide and Program Copyright 2003 by Schlessinger Media,

a division of Library Video Company

P.O. Box 580, Wynnewood, PA 19096

•

800-843-3620

Executive Producer, Andrew Schlessinger

Programs produced and directed by CBS News Productions.

All rights reserved.

COMPLETE LIST OF TITLES

•

A HISTORY OF TERRORISM

•

PREVENTING TERRORISM

•

TERRORISM & THE U.S.

•

UNDERSTANDING TERRORISM

Follow-up Activities

•

A lthough m any people have com pared the attacks to Pearl H arbor,

Septem ber 11th was the first tim e that Am erica

’

s national territory had

been attacked since the War of 1812. A sk one group of students to

construct a tim e line that lists all of the m ajor terrorist incidents that

have occurred on United States soil.Ask another group to develop a tim e

line of m ajor terrorist attacks against U nited States interests overseas.

H istorically, w here has the U.S. been m ore vulnerable to terrorism : at

hom e or abroad?

•

Ask one group of students to research the rules associated w ith m ilitary

tribunals and another group to study the regulations regarding trials held

w ithin the jurisdiction of U.S. district courts. Ask each group to design a

chart that explains such inform ation as the rules of evidence, the

standard of guilt and the vote on conviction for the trial scenario they

are studying. Students m ay be asked to conduct a m ock trial of a hypo-

thetical terrorist suspect in w hich they dem onstrate their know ledge of

the differences between a m ilitary tribunal and a federal court case.

•

Choose and read w ith students selected excerpts from the lengthy USA

Patriot A ct. A ssign student groups to study different sections of the

report that describe new rules regarding m oney laundering, enhanced

surveillance procedures and border security m easures. Ask each group

to deliver a presentation that dem onstrates their know ledge of the new

law s. The full text of the USA Patriot Act can be found at this Web site:

w w w.fincen.gov/patriotact.htm l.

•

In a series of polls taken after Septem ber 11th, citizens around the world

were asked to answer questions about their perceptions of the United

States. Ask students to read the prelim inary results of the Pew Research

C enter

’

s

“

G lobal A ttitudes

”

project and to w rite journal entries that

describe w hat they learned. Students should begin their journal entries

by predicting how they think people from other countries responded to

questions about Am erica and its policies.The Pew Research Center infor-

m ation can be found at this Web site: w w w.pew trusts.com /grants/

grants_item .cfm ?im age=im g3&program _area_id=16.

Suggested Internet Resources

Periodically, Internet Resources are updated on our Web site at

w w w.LibraryVideo.com

•

www.state.gov/s/ct/rls/pgtrpt/2001/html/

The U.S. State Department

’

s annual

“

Patterns of Global Terrorism

”

report

gives a detailed statistical analysis of terrorist attacks against the United

States and its interests around the world.

(Continued)

Grades 7 & up

D8863