Textual Revolution: Reading and Writing about Terrorism and Counter-Terrorism in High School Humanities Classes
DOI:
https://doi.org/10.14288/ce.v9i5.186242Keywords:
Critical Pedagogy, Social Justice, Controversial Issues in EducationAbstract
This article will provide a rationale for why high school humanities classes need to discuss the sensitive topics surrounding terrorism and counter-terrorism. It will provide lesson plan ideas on the topics of lone wolf killings, domestic terrorism, the language of terror, related current events and larger social issues, and counter-terrorism. These lessons have the potential to reimagine secondary English and Social Studies classrooms to further focus on human development, relationships, and social justice.
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