Textual Revolution: Reading and Writing about Terrorism and Counter-Terrorism in High School Humanities Classes

Jacqueline Darvin

Abstract


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.

 

 

 


Keywords


Critical Pedagogy; Social Justice; Controversial Issues in Education

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ISSN 1920-4175 Critical Education