CITIZEN ADVOCACY CENTER

Domestic Terrorism

Lesson Plan and Activity

Grade Level: 8, 9, 10, 11, 12

Subjects:

Social Studies: Government

Duration: 2-3 class sessions

Description: This lesson plan stimulates classroom discussion on the issue of domestic terrorism, political protest, and the First Amendment. The purpose of this exercise is to raise awareness about the crime of domestic terrorism and the effects the broad definition of this crime may have.

ISBE Standards:

1. Social Science

• 14A: Understand and explain basic principles of the United States government.
• 14D: Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
• 18B: Understand the roles and interactions of individuals and groups on society. 

Objectives:

• Understand the influence of political protest.
• Examine First Amendment rights of free expression and assembly.
• Discover the history of domestic terrorism in the United States.
• Analyze the crime of domestic terrorism, as defined in the USA Patriot Act.

Materials:

§ Pen/Pencil

§ Notebook paper

§ Copy of the First Amendment

§ Markers, crayons, other art supplies with which to make protest signs

Instruction and Activity:

Political Protest/The First Amendment

Background/ Discussion Questions and Information:

Ask the class the following two questions:

1) What rights does the First Amendment guarantee?

2) What types of activities are protected under the First Amendment?

If the class cannot think of appropriate responses, pass out a copy of the First Amendment and then re-ask the two questions.

The First Amendment guarantees individual liberty by protecting freedom of religion, the press, assembly, and expression. These rights have encompassed activities such as flag burning, controversial art and literature, and political dissension. In fact, the founding of our nation was a form of political dissension (“taxation without representation”).

3) In what ways can people express dissatisfaction with the government?

Citizens are given many opportunities to express their dissatisfaction with the government through means such as voting, contacting their representatives, the right to petition (both public officials and in court), and political protest. Protests and other forms of civil disobedience have been a significant part of American history.

4) What were some major protest movements in United States history?

Protestors such as those participating in the Boston Tea Party, women suffragists, civil rights advocates, and Vietnam War protestors have all played a role in shaping policy and politics in this country.

5) What are some current issues that have caused protests? (War in Iraq, World Trade Organization, Abortion, etc.)

6) Ask the students to share any protest experiences they may have. Also ask students what types of issues they would protest.

7) Now ask the students if protesting is a crime or could ever be a crime.

Although free expression and assembly is permitted under the First Amendment, protestors can sometimes violate trespassing laws or participate in criminal damage to property.

Domestic Terrorism

Have the class break into small groups. The groups should define domestic terrorism and list examples of domestic terrorism throughout our nation’s history. Have the groups share their ideas with the rest of the class.

Background Information:

Throughout our nation’s history, there have been many instances of domestic terrorism. Though what occurred on September 11 is perhaps the most obvious instance of domestic terrorism, other examples include the 1993 World Trade Center bombing, the Unabomber bombings, and the Oklahoma City Bombing.

The Patriot Act, passed on October 26, 2001 in response to the September 11^th attacks, created a new definition of domestic terrorism. Four elements must exist to constitute domestic terrorism. The elements are:

•An act dangerous to human life

•An act that violates a criminal law of the United States or any State

•An act that appears intended to intimidate or coerces a civilian population, influence the policy of a government by intimidation or coercion, or affect the conduct of a government by mass destruction, assassination, or kidnapping

•An act that occurs primarily within the jurisdiction of the United States

This definition was intended to encompass acts such as the Oklahoma City bombing and the September 11^th attacks as domestic terrorism crimes. However, because of the broad definition of domestic terrorism, the elements of domestic terrorism could apply to political protestors. For example, the Freedom Rides done by the Student Non-Violent Coordinating Committee (SNCC) in 1961 to protest segregated restrooms, restaurants, and waiting rooms at interstate bus facilities in the South would currently fall within the definition of domestic terrorism. Each element of domestic terrorism is present: the Freedom Rides sometimes had violent results that were dangerous to human life; the Freedom Rides often violated criminal law by trespassing at interstate rest stops; the Freedom Rides were intended to influence the policy of a government by coercion; and the Freedom Rides occurred within the United States. Groups that use more aggressive protesting tactics such as Greenpeace, Earthfirst, and PETA could also be charged as domestic terrorists.

Activity: Mock Trial

Ask the class to brainstorm an issue that has been in the news recently, and that they would be interested in protesting – either for or against that issue. The issue could be a national issue, such as the war or the environment, or it can be a more local issue, perhaps even something in the school that bothers them (such as bad lunch food, etc.).

During the protest at issue, the protestors trespassed into private land, a mock fight ensued in which some protestors were injured, and some storefronts were broken. The police arrested the protestors and charged them as domestic terrorists.

Divide the class into three groups – two groups of attorneys and one group of jurors. There should be approximately two to three attorneys per side, allowing for a substantial number of jury members (around 10 students). One group of attorneys represents the government prosecutors, and the other group of attorneys represents the protestors’ attorneys. Each side should formulate arguments as to why the protestors qualify/do not qualify as domestic terrorists, and they should anticipate arguments from the other side in order to prepare a rebuttal. After both sides have adequately formulated arguments, the oral arguments can begin. The teacher should serve as the judge to ensure that the trial runs smoothly. Depending on time and class size the trial can be as elaborate as desired. Then the jury will deliberate and decide the result of the trial. After the jury has presented their result, a discussion can follow, during which a poll can be taken to determine if the rest of the students agree with the jury’s result. Additionally, the discussion will allow the jury to explain their reasoning, and any students not on the jury could also provide their opinions on the issue of domestic terrorism.

Sources:

Citizen Advocacy Center, “The USA Patriot ACT” brochure, July 2004.

©Copyright 2005 Citizen Advocacy Center. All rights reserved. No part of this lesson plan may be reproduced in any form or by any means without the prior, written permission of the Citizen Advocacy Center. The Citizen Advocacy Center is a 501(c)(3) non-pofit, non-partisan community based legal organization. For information about the Center, or to make a tax deductible contribution, visit www.citizenadvocacycenter.org, call 630.833.4080. The Center is located at 238 N. York Rd., Elmhurst IL 60126