Terrorism. Facing Fear 6 8. Tough Issues LESSON PLAN 3. Key Terms and Concepts. Purpose. Objectives

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1 Though children may not understand the causes or acts of terrorism, they need to know that these events can happen and people are working to make sure they are safe. Key Terms and Concepts Tough Issues advisory Department of Homeland Security human-caused disaster natural disaster terrorism warning Purpose To make the students aware of the plans that are in place to help make everyone more secure and warn of any terrorism act Objectives The students will Work in groups to categorize natural and human-caused disasters with a Venn diagram and discuss the differences between intentional and unintentional human-caused disasters. Define terrorism and compare the class definition to an official definition. Use the Internet to compare ways in which governments, agencies and the media use and define terrorism. (Linking Across the Curriculum) Create a mind map to think of and categorize terms that define and represent Homeland Security. Use Be Advised to write and compare recommendations for action at every level of the Homeland Security Advisory System. Use the Internet with their families to help them be better prepared and understand the Homeland Security Advisory System. (Home Connection) Search the Internet to discover which of the 15 executive departments of the United States government have responsibilities relating to national security and terrorism. (Linking Across the Curriculum) Discuss why the public needs to talk about and find the facts about terrorism. Work in small groups to write appropriate public advisories based on different types of terrorism threats or acts. 1

2 Activities Disaster: Natural or Human-caused Homeland Security Emergency Management Teams 2

3 Disaster: Natural or Human-caused SET UP 5 minutes CONDUCT minutes Language Arts: Vocabulary; Science: Health; Fine Arts: Visual Arts TEACHING NOTE Before class, draw the following Venn diagram on the chalkboard. Natural Disasters Human-caused Disasters Materials Chalkboard and chalk or chart paper and markers 2 pieces of chart paper and several markers of different colors, 1 set per group 1. Divide the class into several small groups. Give each two pieces of chart paper and several markers of different colors. Have the groups compile a list of disasters, both natural and human-caused, and write these on one sheet of chart paper; for example, pandemic, chemical spill, hurricane, avalanche, tornado, earthquake, building explosion, e-coli outbreak, flood, computer virus and fire. 2. When the list is complete, each group will circle, in two different colors, those disasters that are human-caused and those that are natural. They may use a third color to designate those that could be either human-caused or natural. For example, a flood can occur because there has been too much rain over a short period of time or because someone blows up a dam. 3. Ask the groups to draw the Venn diagram on their second sheet of chart paper and transfer their lists to the proper area. The overlap represents those disasters that can be either natural or human-caused. 4. The groups will display their diagrams so that students can walk around the class and see each others ideas. Discuss differences in the diagrams, adding or removing topics or changing classifications until everyone agrees on a class list. 3

4 5. As a class, consider each of the human-caused disasters. Could any be either unintentional (accidental) or intentional? Describe possible scenarios. (Yes. For example, a wildland fire could be caused by a campfire that gets out of hand, or by an arsonist who intentionally starts a fire in the forest. An outbreak of e-coli infection could occur because a food source became contaminated, but the contamination could have been accidental or intentional.) 6. Next, ask the students to consider the intentional scenarios described above. Do they believe each of these would be considered an act of terrorism? Why or why not? Allow time for the students to debate their points of view. Wrap-Up In order to make a definitive decision on whether an intentionally caused disaster can be called terrorism, the students need to define the term. Have the students meet in their small groups once again to write a working definition of terrorism. Have the groups share their ideas and finalize a class definition. Compare this definition to the one provided by the Coalition of Organizations for Disaster Education: is the use of force or violence against persons or property for the purpose of intimidation, coercion or ransom. Terrorists often use violence and threats to create fear among the public, to try to convince people that their government is powerless to prevent acts of terrorism, and to get immediate publicity for their causes. Have the students highlight specific terms found in both the class definition and the definition above. What points, if any, did the students omit from the class definition? Why are these points important? Were there points made by the students that they feel should be included in an official definition? Linking Across the Curriculum Language Arts: Vocabulary; Social Studies: Government There are many different definitions of terrorism listed on the Internet. For example, the intelligence community is guided by Title 22 of the U.S. Code Section 2656f(d): means premeditated, politically motivated violence perpetrated against noncombatant targets by subnational groups or clandestine agents, usually intended to influence an audience. 4

5 Ask the students to search the Internet to find ways governments, government agencies, organizations and the media use and define terrorism. Have them consider the different points and nuances of the definitions that make them different. Why might these differences be important? What Is? ( 912.htm) Search Define: on Google to find many different definitions and sites for further research 5

6 Homeland Security SET UP 5 minutes CONDUCT 30 minutes Language Arts: Discussion and Reading Materials Chalkboard and chalk of different colors or chart paper and markers of different colors Be Advised, 1 copy per group 1. Write the term Homeland Security in a circle in the middle of the chalkboard. Have the students think of as many words as possible that come to mind when they see the term. (Answers will vary, but may include safety, government, advisory system, the United States, citizens, terrorism, emergencies, national security, preparedness, coalition, President s Cabinet and the National Guard.) 2. Next, work together to categorize the terms. Create a classification, and then circle each word that belongs in that category with a specific color. Continue creating classifications and circling words that belong in the categories until there is at least one circle around every word. How many ways has the class categorized the list? (Answers will vary, but may include government; safety and preparedness; terrorism and disaster; and public communication.) 3. Distribute Be Advised to small groups of students. Have the groups work together to complete the chart. Wrap-Up Ask the groups to share the information from their charts. Come to a class consensus on the recommended actions for families. Compare these with the actions the American Red Cross recommends. What did the class leave out? Did they include some different but important steps? 6

7 Homeland Security Advisory System Recommendations for Families Risk of Attack Recommended Actions Note: Your local American Red Cross chapter has materials available to assist you in preparing for a disaster. Source: The American National Red Cross. Available at Home Connection Provide the students with important Web sites to share with their families. These sites will help them be better prepared and understand the Homeland Security Advisory System. The American Red Cross ( family.pdf) The Department of Homeland Security ( If families or students have specific questions for which they cannot find the answer at home, ask them to bring their questions to school for further research. 7

8 Linking Across the Curriculum Social Studies: Government; Language Arts: Research The U.S. Department of Homeland Security is the newest of 15 executive departments that work with the President as part of the executive branch of government. Have the students check the White House online ( to discover the heads of each of these departments. Then, assign one department to a team of students to find at least five major responsibilities of that department. Have the teams share their findings and determine which departments, other than Homeland Security, also have responsibilities for dealing with national security and terrorism. 8

9 Emergency Management Teams SET UP 5 minutes CONDUCT 60 minutes, plus time for research Language Arts: Media Literacy and Writing; Social Studies: Community; Science: Health 1. Open a class discussion: Why is the threat of terrorism so frightening? (Acts of terrorism are aimed at the general populace; they occur with little or no warning; they could happen anywhere and anytime; most often they cannot be stopped; and they usually involve disasters that people are unfamiliar with and have never dealt with before.) Why do we need to talk about terrorism? (Answers will vary, but may include The threat of terrorism is greater than it has ever been. If people talk about terrorism, they will also talk about what to do if a terrorism threat or act occurs. Talking about fears and finding information about ways to be prepared help reduce fear and ensure that people will respond appropriately if an attack occurs.) Materials Internet access for research, or printouts of appropriate information TEACHING NOTE In the next step, students discuss specific terrorism threats in groups. If you feel that this information is too overwhelming for students, as an alternative you can have them research the advised preparedness actions for chemical spills, a human-caused disaster which often happens unintentionally, and conclude with Step 3. Several sheets of chart paper and markers for each group 2. Divide the class into five groups. Assign each a terrorism threat from the list below. Biological: Agro-terrorism Chemical: Toxic spill Radiation: Dirty bomb, or radiological dispersion device Technological: Cyber-terrorism Explosion: A bomb placed in a building Direct the groups to the Web site of the American Red Cross at to discover more information about each type of terrorism threat. 3. Next, have each group act as the emergency management team in charge of the disaster. The threat or attack has occurred. How do they advise and direct the public, making sure the warnings are strong enough to make people act, but not so strong that people are frozen by fear? What can they do to alleviate fears? Have each group use the chart paper and markers to plan two or three public advisories. These advisories must include a description of what has (or may) occur, the threat to public safety and the recommended actions. 9

10 Wrap-Up Ask the groups to share their advisories. Guide the class to critique the advisories, stating their reasons for both positive and negative criticism. How might the advisories be improved? 10

11 Be Advised Page 1 of 1 Name Directions: The Homeland Security Advisory System will be effective only if people know what to do at each level of security. Complete the chart below by filling in several actions you believe families should take at each level of risk. Homeland Security Advisory System Recommendations for Families Risk of Attack Recommended Actions Complete recommended actions at lower levels SEVERE (Red) Complete recommended actions at lower levels HIGH (Orange) Complete recommended actions at lower levels ELEVATED (Yellow) Complete recommended actions at lower levels GUARDED (Blue) LOW (Green) Note: Your local American Red Cross chapter has materials available to assist you in preparing for a disaster. Source: The American National Red Cross. Available at BE ADVISED