History of terrorism – Learning Journey
Terrorism
Introduction
This learning journey is one of a series designed to support the
learning and teaching of emergency and resilience education. This
particular learning journey looks at how we might define
terrorism, its causes and effects. By using a variety of resources
including video footage, BBC news articles and web-based
research learners will consider what terrorism is, how long
terrorism has been around and its causes and effects. This
learning journey also provides suggested activities to nurture the
development of community resilience in young people.
Helping learners understand terrorism supports the delivery of key
curriculum areas such as those which are the ‘responsibilities for
all’, for example health and wellbeing, as well as those specific to
subject areas like social subjects. There are also opportunities for
interdisciplinary planning and assessment.
Experiences and outcomes
HWB

I am learning to assess and manage risk, to protect myself and others, and to reduce the potential
for harm when possible. HWB 0-16a – HWB 4-16a

I know and can demonstrate how to keep myself and others safe and how to respond in a range of
emergency situations. HWB 0-17a – HWB 4-17a

As I explore the rights to which I and others are entitled, I am able to exercise these rights
appropriately and accept the responsibilities that go with them. I show respect for the rights of
others. HWB 0-09a – HWB 4-09a

I recognise that each individual has a unique blend of abilities and needs. I contribute to making my
school community one which values individuals equally and is a welcoming place for all. HWB 0-10a
– HWB 4-10a
Literacy

When I engage with others, I can make a relevant contribution, encourage others to contribute and
acknowledge that they have the right to hold a different opinion. LIT 3-02a – Lit 4-02a

I can make notes and organise them to develop my thinking, help retain and recall information,
explore issues and create new texts, using my own words as appropriate. LIT 3-15a - LIT 4-15a
This learning journey covers the following learning experiences:

The history of terrorism

What are the causes of terrorism?
Social Subjects
Please note: This resource includes web links to YouTube. It is
recommended that practitioners check the clips, and any
appended comments, in advance to assess their suitability.
Education Scotland is not responsible for content on external
websites.
Approaches to learning

Co-operative and collaborative learning

ICT in education

Having critically analysed a significant historical event, I can assess the relative importance of
factors contributing to the event. SOC 4-06a

I can analyse the factors contributing to the development of a multicultural society and can express
an informed view on issues associated with this. SOC 4-16c

I can contribute to a discussion on the actions and motives of a group or organisation which seeks
to achieve its aims by non-democratic means. SOC 4-18c
http://www.educationscotland.gov.uk/readyforemergencies
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History of terrorism – Learning Journey
Terrorism
Learning experience:
The history of terrorism
Possible tasks

Introduction
Learners will investigate the history of
terrorism and look at the evidence to suggest
that there have always been groups of
people who use violent methods to get their
messages across.

The video clips listed under ‘Useful
resources’ also provide a good introduction
to this topic.
Learning intention
•
To identify examples of terrorism
through history and understand the
different causes pursued by terrorists at
different times and in different places.
Learners use the ‘Terrorism through the ages’
factsheet to create a timeline showing terrorist
activity, adding in other examples from their own
research.

Learners use the above timeline and knowledge
of historical events as the basis for a discussion
on what makes something an act of terrorism.

Learners use the ‘Gunpowder plot’ clip (see
‘Useful resources’) as a starting point for
creating a short article, blog or podcast
exploring the question ‘Was Guy Fawkes a
terrorist?’
Stimulus
Resources have been developed specifically
to support this learning experience. See
‘Useful resources’ for more information.
Learners discuss what they understand by the
word ‘terrorism’ and its history before and after
watching ‘A short history of terrorism’ (see
‘Useful resources’), assessing any changes in
their perceptions.

Useful resources
Download the ‘Terrorism through the ages’ and
‘Terrorism’ factsheets from the Ready for
Emergencies website.
Vimeo: A short history of terrorism http://vimeo.com/15223105
Success criteria
Learners can:

identify different examples of terrorism through the ages and
explain what made each an act of terrorism.
Possible evidence
Learners can:

create a timeline showing key periods of terrorism in history

describe what elements mark a particular event out as a
terrorist attack.
Reflecting on learning

What acts of terrorism have affected life in Scotland through the
ages?

Are there any common themes to the causes supported by
terrorists throughout history?
Taking it further
Learners could consider further examples of global terrorism to
stimulate discussion on global interconnectedness and how this
might impact on Scotland.
Learners could consider ways in which terrorism might arise in their
own community and suggest a reason for this (eg prejudice,
discrimination, inequality, etc.).
YouTube: Gunpowder plot http://www.youtube.com/watch?v=lBVrPurrqCw
http://www.educationscotland.gov.uk/readyforemergencies
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History of terrorism – Learning Journey
Terrorism
Learning experience:
What are the causes of terrorism?
Possible tasks

Introduction
Learners will investigate causes of terrorism
and the reasons why some people turn to
terrorist activity.
Stimulus
Resources have been developed specifically
to support this learning experience. See
‘Useful resources’ for more information.


Learners use the ‘Causes of terrorism’ factsheet
(see ‘Useful resources’) and the ‘Short history of
terrorism’ clip as a starting point for researching
examples of terrorism and assessing the
motivation for specific terrorist activity.
Learners use the knowledge gained in the
previous task to draw a mind map, making links
between different causes and terrorist groups.
Learners consider non-violent alternatives to
specific terrorist activity (for example, the
terrorist campaigns in Northern Ireland) and use
this as a basis for a discussion on why terrorists
chose violent means to highlight their cause.
Useful resources
Learning intention
A factsheet entitled ‘Causes of terrorism’ is available
from the Ready for Emergencies website.
To identify some of the main causes of
terrorism and the reasons some
individuals and groups turn to terrorist
activity.
Learners can:

identify different causes of terrorism and discuss why these
might prompt terrorist activity.
Possible evidence
Learners can:

describe some of the main causes of terrorism

describe non-violent alternatives to terrorism and discuss why
terrorists choose not to follow a non-violent path.
Reflecting on learning
The video clips listed under ‘Useful
resources’ also provide a good background
for this topic.
•
Success criteria
Vimeo: A short history of terrorism http://vimeo.com/15223105

As a society, is there any way in which we can help prevent
terrorist activity?

What non-violent activities do people in Scotland use to
highlight the causes they believe in?
Taking it further
Learners could consider how the causes of terrorism may have
changed over time and examine what factors have affected this.
Learners could examine how peace processes and reconciliation
initiatives have tried to address the causes of terrorism and the
effectiveness of these.
Learners could investigate differing perspectives on terrorism (eg
religious perspectives; international media coverage ie Al Jazeera).
http://www.educationscotland.gov.uk/readyforemergencies
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