{"results":"
\n\n
\n
\n
\n
\n\n33\nItems in Topic\n\n
\n
\n
\n\"Persuasive\n\n
\n
\n
\n
\nLesson Planet Curated\n
\n

\nPersuasive Writing Prompts\n

\n
\n\nFor Teachers\n\n7th - Higher Ed\n\nStandards\n
\n
\n
\nAre student-athletes under too much pressure to perform? How should countries respond to acts of domestic terrorism? Should video games be regulated? Never again will you need to worry about coming up with engaging prompts or lessons for...\n
\n
\n
\n\nGet Free Access\n
\n
\n
\n
\n\n
\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Homegrown\n\n
\n
\n
\n
\nCurated OER\n
\n

\nHomegrown Terror\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents investigate history of domestic terrorism in six European countries; they analyze and write about differences between terrorist acts planned and committed by a country's citizens and those planned by groups or individuals...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n\n\n\n\n\n\n
8
\n\n\n\n\n\n\n\n8\n\n\n\n\n
\n
\n
\n\"Looking\n\n
\n
\n
\n
\nThe New York Times\n
\n

\nLooking for Answers: Making Sense of the Boston Marathon Bombing\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nHow should America respond to acts of domestic terrorism? What motivates or prompts a terrorist attack? After reading an opinion piece on the 2013 Boston Marathon bombing, your learners will critically analyze factors that could have...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Profiles\n\n
\n
\n
\n
\nCurated OER\n
\n

\nProfiles of International Terrorist Organizations\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents examine what terrorism is, and discuss how to distinguish between domestic and international terrorism. They read U.S. State Department reports, view terrorist groups' profiles, and research countries that sponsor terrorist...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Free\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFree Speech or Hate Speech?\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents see the difference between protected and prohibited speech as guaranteed by the First Amendment. They explain why free speech is essential to a democracy and consider how best to deal with speech they find offensive.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Audio
\n
\n
\n
\n\"Back\n\n
\n
\n
\n
\nBackstory Radio\n
\n

\nBack Story Radio: Fear Tactics: A History of Domestic Terrorism\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nBackStory Radio episode with the American History Guys looks at the origins of domestic terrorism in the United States and when and how we define people or movements as terrorists. Audio and transcripts are provided in segments.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Primary
\n
\n
\n
\n\"American\n\n
\n
\n
\n
\nAmerican Rhetoric\n
\n

\nAmerican Rhetoric: William Jefferson Clinton: Oklahoma Bombing Memorial Address\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nThis is President Clinton speaking at the prayer memorial for the bombing of Oklahoma City delivered on April 23, 1995, in Oklahoma City, OK. It is offered in YouTube Video, mp3 audio, and text [9:11]\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Article
\n
\n
\n
\n\"Cnn:\n\n
\n
\n
\n
\nCNN\n
\n

\nCnn: Oklahoma City Bombing Trial\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nTwo different men, two different trials, and two different outcomes. This CNN article provides in-depth information on the bombing, the suspects, and the trials.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Pbs\n\n
\n
\n
\n
\nPBS\n
\n

\nPbs Newshour Extra: Homegrown Terrorism, a Major Domestic Problem\n

\n
\n\nFor Teachers\n\n9th - 10th\n
\n
\n
\nLesson plans will prompt students to review major acts of US terrorism and analyze their impact, examine three scenarios of possible homegrown terrorism, and write an essay expressing their views on how to manage terrorism in the context...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Handout
\n
\n
\n
\n\"Bbc\n\n
\n
\n
\n
\nBBC\n
\n

\nBbc News: Special Report: Unabomber Timeline\n

\n
\n\nFor Students\n\n9th - 10th\n
\n
\n
\nThe BBC provides a timeline of crimes and actions of the unabomber from 1978 through 1996.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n\n
\n"}