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

  • Jacqueline Darvin Queens College, City University of New York
Keywords: Critical Pedagogy, Social Justice, Controversial Issues in Education


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.




Author Biography

Jacqueline Darvin, Queens College, City University of New York

Associate Professor and Program Director of Secondary Literacy Education and Deputy Chair of the Department of Secondary Education & Youth Services (SEYS)