Terrorism
Introduction
This learning journey is one of a series designed to support the learning and
teaching of resilience education. This series focuses on terrorism and, in
particular, this learning journey looks at how our prejudices might affect our views
of terrorists and terrorism.
This learning journey has clear links with global citizenship. As well as being used
to reinforce the main health and wellbeing outcomes related to resilience
education, it can also be used to deliver other experiences and outcomes that are
the ‘responsibility of all’, notably literacy.
Teaching learners to understand how prejudices might influence views and
opinions about terrorists and terrorism can also lead in to other curricular areas
such as social subjects, RME, health and wellbeing and English. There are many
opportunities for interdisciplinary learning that include planning and assessment.
Prejudice and discrimination – Learning Journey
Experiences and outcomes
HWB

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

As I listen or watch, I am learning to make notes under given headings and use
these to understand what I have listened to or watched and create new texts. LIT 105a – 4-05a

To help me develop an informed view, I can recognise persuasion and bias, identify
some of the techniques used to influence my opinion, and assess the reliability of
information and credibility and value of my sources. LIT 4-18a
This learning journey contains experiences covering:

Terrorism: Identity
Social Subjects

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 make links between my current and previous studies, and show my
understanding of how people and events have contributed to the development of
the Scottish nation. SOC 3-02a
Prior knowledge
Some of the activities in these learning journeys are progressive and build on
earlier experiences and outcomes. However, no prior knowledge of the concepts of
terrorism or resilience education is required before undertaking this learning
journey.
They have also been designed to be modular so practitioners can pick and choose
the activities more appropriate to their needs.
Religious and Moral Education

Having considered the key beliefs of world religions, I can express reasoned views
on these and discuss how putting them into practice might affect individuals and
society. I can confidently support my own responses to these issues of belief. RME
4-04a

I can describe how the values of world religions contribute to as well as challenge
Scottish and other societies. RME 3-05c
http://www.educationscotland.gov.uk/readyforemergencies
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Prejudice and discrimination – Learning Journey
Terrorism
Learning experience:
Terrorism: Identity
Introduction
Learners will investigate human behaviour,
including the tendency to put others and
ourselves into groups or categories. They
will look at how own beliefs determine how
well we relate to others and can determine
how much importance we place on their
needs, concerns, and values.
Possible tasks
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Stimulus
Learners should draw from their own
experiences and discussions with others as
stimulus for this activity.
Resources provided by Education Scotland
looking at sectarianism and campaigns
such as ‘Show Racism the Red Card’ can
support this activity.
Learning intentions


To use the context of terrorism to
examine issues of identity and
stereotyping.
To challenge assumptions and
prejudices towards groups and
individuals within society.
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Success criteria
Learners are asked to consider the positive and negative
stereotypes associated with a series of labels such as
‘liberal’, ‘Muslim’ or ‘nationalist’ as the basis of a
discussion on stereotyping.
Learners can:

describe how they identify themselves and how this might
lead to assumptions, prejudice and discrimination from
others
Learners create a personal ‘identity chart’ to help them
think about the labels they use to define themselves.
Labels may include gender, age and physical
characteristic but also cultural identifiers such as ties to a
particular religion, class, neighbourhood, school or
country.

describe how stereotyping other groups and individuals
can lead to prejudice and discrimination

critically analyse their own assumptions towards others in
their community.
Learners compare identity charts to understand how
others see themselves. Use this as a starting point for a
discussion on the way we choose to label ourselves and
others.
Learners create an identity chart for their class as a
whole and discuss how the ‘identity’ they have created
may lead to assumptions and prejudices towards them
from others.
Learners create identity charts for other groups such as
football fans, religious groups and political organisations.
They then use these to discuss the ways we stereotype
groups and individuals and the effect that this can have.
Useful resources
Education Scotland: Six anti-sectarian activities for youth work
– Find out about activities including ‘Whispers’ and ‘Balloon
tag’.
Red Cross – Positive Images - An educational resource for
learning and teaching about migration and development.
Possible evidence
Learners can:

create a personal identity chart and discuss how they
might be stereotyped by others

create identity charts for groups of people and report on
the assumptions that might be made about the group and
the discrimination they may face as a result.
Reflecting on learning

Why is learning about identity, prejudice and
discrimination important in the context of terrorism?

How might you tackle incorrect stereotypes?
Taking it further
Learners investigate how terrorists are portrayed by the media
and consider the effect this may have on stereotyping groups
and individuals.
http://www.educationscotland.gov.uk/readyforemergencies
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Prejudice and discrimination – Learning Journey
Terrorism
Learning experience:
Preventing political violence
Introduction
Learners will consider the links between
personal or collective grievances as a
potential cause for political unrest and
consider alternative means of expressing
discontent within our democratic
structures.
Stimulus
Themes such as political conflict in
Northern Ireland or the London riots in
August 2011 provide a stimulus.
The video clips under ‘Useful resources’
provide a variety of perspectives to
further discussions in this area.
Learning intentions


To analyse the underlying
reasons for political violence in
Britain.
To consider alternative means of
voicing views in democratic
systems. To engage with
democratic systems in order to
bring about change.
Possible tasks
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
Research a number of recent accounts of political violence
in Britain such as the riots in London in August 2011 (see
'Useful resources' below) sharing key facts and at least two
diverse opinions on the issue.
Use the video series ‘Preventing political violence 1-4’ from
the ‘Useful resources’ section to stimulate discussions on
the issue.
Set up a mock trial (see http://www.minitrial.org.uk/) on a
key issue identified through the above exercises.
Useful resources
abcnews
http://abcnews.go.com/Technology/london-riots-2011-protestersblackberry-messenger-hackers-back/story?id=14264839
The Guardian
http://www.guardian.co.uk/uk/blog/2011/aug/08/london-riots-thirdnight-live
‘Preventing political violence’ videos, Parts 1-4
http://www.educationscotland.gov.uk/video/r/video_tcm4712118.as
p
http://www.educationscotland.gov.uk/video/r/video_tcm4712115.as
p
http://www.educationscotland.gov.uk/video/r/video_tcm4712114.as
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http://www.educationscotland.gov.uk/video/r/video_tcm4712116.as
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Success criteria - Learners can:
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use evidence from a variety of sources to
present diverse perspectives and opinions
recall reasons given by different groups
responsible for political violence
describe the political landscape/environment in
which the violence took place
suggest ways to make their voices heard in a
non-violent manner
list possible mechanisms for change.
Possible evidence - Learners can:
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lead and sustain a debate expressing informed
views about political violence
participate in democratic processes eg debates,
votes, campaigns
use respectful language in written or oral work
create materials which show the involvement of
groups during a contentious moment in history.
Reflective questions


In what ways does the school encourage learner
voice and democratic processes?
What opportunities exist in your establishment to
engage with wider issues associated with human
rights, fairness, justice and equality?
Taking it further
Consider the impact of social media and modern
technology on the decision making process within our
society today.
http://www.educationscotland.gov.uk/readyforemergencies
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