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Education

Understanding the Global Terrorist Threat Lesson Plan

Length
One 60-minute class period
Grade Level
High School

Learning Objectives

  • Students will define terrorism, analyze differences and commonalities amongst terrorist groups, and evaluate how the global terrorism threat landscape has evolved over time.

Instructional Plan

  1. (Introduction: 10 minutes) - Open the class session by asking students to write down the first word that comes to mind when they hear the word “terrorism,” using question one on the session hand-out to record their answer (hand-out linked below). Have students share their responses out loud. As students respond, write each word on the board to guide the session. After each student has responded, ask students: “What patterns do you see on this list? What is missing?” After four or five minutes of discussion, explain to students that today’s class session will offer a definition of terrorism and explore some of the complexities that make terrorism such a serious global threat.
  2. (Video: 15 minutes) - Show CFR Education’s “What is Terrorism?” video to the class (linked below). Students should complete question two on the session hand-out as they watch (hand-out linked below). When the video ends, pose the following questions to students:
    • “The video offers a definition of ‘terrorism’: ‘the intentional use of violence by nonstate actors against civilians in pursuit of political or ideological objectives.’ Look at the word cloud on the board. How well does our list reflect that definition? Why?”
    • “98 percent of terrorism deaths in 2024 took place in countries experiencing active conflict. Did that surprise you? What does it tell us about whose experiences of terrorism we tend to focus on?”
    • “The video says it’s impossible to eliminate terrorism. If that’s true, what is the point of studying it? Take a moment to respond privately to this prompt under question three on the hand-out.”
  3. (Activity: 20 minutes) - Allow students to use their mobile devices or laptops to access CFR Education’s “What the World’s Terrorist Groups Have in Common” interactive reading (linked below). Working in pairs, students should use question four on the session hand-out to explore at least four groups from the storymap that begins the reading.
    • After 15 minutes, facilitate a quick share-out to build a two-column chart on the board. The first column should comprise students’ observations on what their selected groups have in common. The second column should comprise students’ observations on the features that differentiate the groups they explored.
    • Once students have shared their responses, explain to students: terrorism deaths peaked globally in 2014 and have declined significantly since then. Many of the groups on the storymap, however, are still active, and new threats have emerged. Then, ask students: “What does the changing nature of terrorism mean for policymakers trying to fight it? Can we fight the many different types of terrorist groups in the same way?”
  4. (Discussion: 10 minutes) - Return to question three on the session hand-out: what does studying terrorism help us do? Use any of the discussion prompts below to facilitate a deeper discussion of terrorism, counterterrorism, and the global terrorist threat.
    • “Look back at our word cloud from the start of class. Now that we have established a definition of ‘terrorism’, would you add anything to our word cloud? Would you remove anything? What does the gap between our first instincts and the actual definition tell us?”
    • “Many terrorist groups are motivated by the belief that their government is failing to treat their ethnic or other identity group fairly, or they may disagree with a specific government policy. Does understanding a terrorist group’s grievance mean justifying their violence? How can we hold both things at once - understanding the grievance, but condemning the act?”
    • “Most Americans think of terrorism through the lens of 9/11 and international jihadist groups. Domestic terrorism, however, is an increasing threat. Does that change how you think about terrorism? Why or why not?”
    • “Return to what you wrote for question three of the hand-out. Given everything we’ve discussed, would you change your answer? If yes, how would you change it? If no, why not?”
  5. (Final Reflection: 5 minutes) - Conclude the class session by having students answer question five on the session worksheet. Collect completed student worksheets at the end of class to gauge student comprehension of the day’s material.

Vocabulary

TermDefinition
counterterrorismthe set of policies and actions—including intelligence collection and analysis, military action, and homeland security measures—designed to combat terrorism.
nonstate actorsindividuals or groups that do not belong to or act on behalf of a country.
radicalizationthe process by which individuals come to adopt extreme religious, political, or social beliefs.

Materials