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The events of and since September 11, 2001 have had an immeasurable impact on all facets of people's lives, especially in the United States. The loss of human life, threatened public safety, and the impact of a military response are just some of the issues concerning U.S. citizens and public officials. This C-SPAN in the Classroom series offers sets of materials designed to foster critical thinking about the aftermath of the terrorist attacks on September 11, 2001. The materials offer: focused topics of inquiry; direct access to current information via C-SPAN; and a variety of viewpoints. Each set of materials is comprised of three components: topic description, C-SPAN video, and discussion questions. The suggested discussion questions in this set of materials are supplied as a starting point for exploration by teachers and students. Lesson plans are: "Am I Safe?""How Should the U.S. Respond?""How Should We Address Cultural Misunderstanding?""What Are the Economic Repercussions?""Why Is the U.S. a Target?" and "How are Other Countries Playing a Role?" (BT)

Dealing with terrorism has become the centerpiece of United States foreign policy today. Yet terrorism--its definition, causes, and methods of dealing with it--has rarely been dealt with in high school courses. The United States Institute of Peace has developed this 3-lesson plan (for 45-minute class periods) teaching guide, aimed at grades 11 and 12. The guide cites educational objectives, lists teaching materials needed, and provides advance preparation information. It is divided into the following parts: "Introduction"; "Lesson I. What Is Terrorism? (1-2 periods)" ("Handout 1. Defining Terrorism Worksheet" and "Handout 2. Definitions of Terrorism"); "Lesson II. What Are Some of the Likely Causes of Terrorism? (1 period)" ("Handout 3. Causes of Terrorism" and "Handout 4. Profile of a Terrorist: Osama bin Laden"); "Lesson III What Are the Alternative Responses to Terrorism? (1 period)" ("Handout 5. Ideas Evaluation Sheet", and "Handout 6. Responses to Terrorism"); and "Resources on Terrorism." (BT)

The September 11, 2001 attack on the United States and the killing of thousands of innocent people mark the end of one world and the beginning of another for many. For the United States, global issues became personalized. This resource guide seeks to place terrorism in the context of world affairs, in the belief that students need to know how to analyze public issues, make reasoned decisions, and take sensible action. As U.S. citizens, students need to understand issues of peace and security, interactions of diverse cultures, and conflicts and connections in a world for which they will one day become responsible. This guide explores the critical issues concerning terrorism. Eight articles are included: (1) "Putting Terrorism in Context" (Martha Crenshaw); (2) "What Is Terrorism?" (Constitutional Rights Foundation); (3) "Discussing Terrorism and Global Events" (based on an address by Howard Mehlinger); (4) "A Brief History of Biological Terrorism"; (5) "The Key Players Speak: George W. Bush, Pervez Musharraf, Osama Bin Laden"; (6) "Terrorism: How Have Other Countries Handled It? How Should We?" (Constitutional Rights Foundation); (7) "Should Military Tribunals Be Established to Try Suspected Terrorists?"; and (8) "Attack on the United States: How Should We Respond?" The guide contains 19 annotated sources available on the Internet, 10 questions to be used as discussion starters, an activity on handling controversy, and a classroom activity on the Terrorism Prevention Act. Additional information (in boxes)is included throughout the publication. (BT)

In this lesson, students role-play as members of the International Criminal Tribunal for the former Yugoslavia that will bring to trial "Persons Responsible for Serious Violations of International Humanitarian Law." Students represent the following groups: International Criminal Tribunal; Prosecution; Defense; Serbians; Croatians; Bosnian Muslims; Delegation from the North Atlantic Treaty Organization (NATO) peace mission; International Women's Groups; and European Union. Students research the Yugoslav situation, the interests of their group, and the relationship between the two. The mock trial will include a pre-trial press conference, a pre-trial hearing, the trial, and a post-trial press conference. Students are provided with background information, detailed instructions, on-line resources, and reflection questions. The teacher's notes describe the unit's purpose, explain the application of history/social science, language arts, and information literacy standards, and suggest teaching strategies. (BB)

This guide provides information on the life and trial of Nazi Gestapo chief Adolf Eichmann. The guide includes suggested activities, discussion questions, suggested readings, a list of key players of the era, a vocabulary list, and a list of components and key events tied to "The New York Times" of the era. (EH)

This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United Nations and Rights," includes: (1) "The Charter of the United Nations"; (2) "Human Rights and Respect"; and (3) "Conditions of Restivek Children in Haiti." Section 4, "Taking Action," contains: (1) "Women"; (2) "500 Years Since Columbus"; (3) "A School Campaign To Eliminate Racism"; and (4) "Old Enemies/New Friends." Section 5, "Reflections on Personal Change," includes: (1) "My Diary"; and (2) "Tolerance Pledge." A resource section and an evaluation section are included. (EH)

This book of student readings is intended to provide factual information on the Holocaust and help students understand the importance of individual choice and responsibility for the people of a free society. Topics covered include: (1) "Racism and Anti-Semitism in Germany"; (2) an excerpt from "Friedrich" by Hans Peter Richter (Holt, Rinehart & Winston, Inc., NY, 1979); (3) "Exclusion 1933-1939"; (4)"Separation and Ghettoization 1939-1944"; (5) "Rescue and Resistance"; (6) "Extermination 1941-1945"; (7) "Liberation and Reaction of the Free World 1945"; and (8) "Implications for Democracy and Universality of the Holocaust 1945 to the Present." An extensive glossary of events, people, places, and terms related to the Holocaust is included for student use. (EH)

The goal of this teaching guide is to help students develop a positive self-image, behave as responsible individuals, and accept differences in order to have the tools to challenge the forms of prejudice and discrimination that confront society. The Holocaust and continuing genocides are prejudice in its most extreme form. The Holocaust raises the most serious questions and concerns about the nature of human behavior; the role of the perpetrator; the bystander; and the victim. The goals of the lessons and activities are to raise the level of awareness, critical thinking skills, and problem solving techniques through dilemmas, readings, and discussions. Teachers can decide which lessons to use based on the level of maturity of the students. The guide consists of lesson plans and activities, professional resource materials, and suggested resources for obtaining additional materials. The units are developed by grade levels and topics and include: (1) Grades K-2: "Learning How to Be Friends"; (2) Grades 3-4: "Communities Are People"; (3) Grades 5-6: "People Are People"; and (4) Grades 7-8: "Choosing to Make a Better World." (EH)

This curriculum material, part of a continuing series on current and historical international issues, addresses the issues arising from the September 11, 2001, attacks on the World Trade Center and the Pentagon. On the morning of September 11, 2001, as people watched in horror, terrorist attacks were successfully launched against the United States. The initial questions of who would execute such an attack and why were soon followed by other questions. This unit provides teachers and students with a thorough introduction to responding to terrorism and invites students to join in the debate. To prepare for the debate, the unit provides extensive background reading. The core framework is a unit of four policy options allowing students to consider a range of alternatives for U.S. policy toward terrorism. The teacher's resource book contains a day-by-day lesson plan and student activities. The lesson for Day One seeks to arrive at a working definition of terrorism through the use of case studies. Using political cartoons, Day Two offers students the opportunity to examine differing perspectives on the issues raised by September 11, 2001. Subsequent lessons feature a simulation where students assume the role of advocates for the four options. It concludes with students developing their own options and applying their views to hypothetical crises. An alternative three-day lesson plan is also included. Part one of the student text examines the historical origins and purposes of terrorism as well as its evolution over the years. Part two explores the content and context of Osama bin Laden's call to violence against the United States, including the politics of the contemporary Middle East. Students are confronted with the same questions facing U.S. policymakers: What are the potential threats against the U.S.? What is the best way to respond?; What must be done overseas? and What should be done here at home? The curriculum material provides four possible options for dealing with terrorism: (1) "Direct an Expanded Assault on Terrorism"; (2) "Support UN Leadership to Fight Terrorism"; (3) "Defend Our Homeland"; and (4) "Address the Underlying Causes of Terrorism." Supplementary documents and a list of nine supplementary resources are appended. (BT)

Explains using the Bosnian war crimes simulation to introduce international law and its political and legal ramifications in the course "Introduction to International Politics." Discusses the characteristics of the simulation, its effectiveness, and the response by students. Offers an evaluation of the exercise. (CMK)

This paper, the second in a series, focuses on the content of the diagnostic interview, in a clinical context, with refugee patients who have been victimized by physical violence. It is organized around a list of 11 introductory questions that will facilitate discussion of traumatic events in the patient's past. The questions focus on: (1) physical assessment; (2) adjustment to host country; (3) problems encountered in host country; (4) problems in country of first refuge; (5) flight from home country; (6) decision to leave home country; (7) life in home country; (8) experiences of purposeful mistreatment or torture; (9) subjection to threats or coercion; (10) wartime or combat experiences as civilian; and (11) wartime or combat exposure in military. In the discussion that accompanies each interview question, case histories are cited of common traumatic experiences that are unfamiliar to those who have never been refugees or war victims, and information is provided which may have clinical relevance either from a somatic perspective (e.g., central nervous system damage) or a psychosocial perspective (e.g., survival-oriented behavior inconsistent with previous personality). References are included. (TE)

Every human being deserves the right to live in freedom and dignity. Yet human rights violations dominate the headlines. In addition to becoming sensitive to human pain and suffering, young adults must also begin the lifelong process of creating, recognizing, and exercising options. This resource guide contains suggested questions and projects that have been found to be helpful in teaching about human rights. Chapter topics are: (1) What Are Human Rights?; (2) The Roots of Inhumanity; (3) Inhumanity: An Historical Overview; (4) The Rise of Totalitarianism in Germany; (5) Surplus People: The Final Solution; (6) Surplus People: The Pattern Continues (Argentina, Kampuchea [Cambodia], South Africa, and World Totalitarianism); and (7) Taking Action. Three appendices conclude the document: (1) Appendix A--"The Foundations of Human Rights in the United States"--containing excerpts from the Declaration of Independence, Constitution and Bill of Rights; (2) Appendix B--"Universal Declaration of Human Rights"--adopted by the United Nations, December 1948; and (3) Appendix C--"Teaching Activities"--containing sample lessons/units including "We Are the World,""Human Rights Study Guide," and "Anne Frank and World War II." (BZ)

This interdisciplinary unit includes seven lessons that can be adapted to fit individual classrooms and curricular needs. The focus of the lessons is on human rights and human rights abuses. The lessons include: (1) "Who Are the Victims?"; (2) "Coping"; (3) "Torturers"; (4) "A Case for Torture?"; (5) "The Map of Torture"; (6) "The Words To Say It"; and (7) "The Fight against Torture." The United Nations Universal Declaration of Human Rights is included, as are several newspaper articles, photographs, and maps. (EH)

Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. (MJP)

This interdisciplinary unit focuses upon the increasing number of refugees who flee their home countries out of fear of persecution. More than 20 million people are estimated to be refugees, with 80 percent women and children. The unit includes five parts. Part 1, "Introduction," includes: (1) "Background"; (2) "Fact or Fiction?"; (3) "What's the News?"; (4) "Three Strikes--You're Out!"; and (5) "Packing Your Suitcase." Part 2, "Refugees and U.S. History," includes: (1) "Background"; (2) "Jewish Refugees from Eastern Europe: 1890-1990"; (3) "From Exclusion to Acceptance"; (4) "Getting the Words Right"; (5) "Interpreting Cartoons"; and (6) "The Numbers Tell the Story." Part 3, "Refugees and the United States Today," contains: (1) "Background"; (2) "United States Refugee Law"; (3)"You Be the Judge"; (4) "How Far Should We Open the Door?"; (5) "Are Some More Equal than Others?"; (6) "How Generous Are We?"; (7) "Locking Up Refugees?"; (8) "Sanctuary and the Law"; (9) "Crossing the Schoolhouse Border"; (10) "Calculating the Escape"; and (11) "Using Norte in the Classroom." Part 4, "Refugees and Your Community," includes: (1) "Background"; (2) "Refugees in Your Community"; (3) "You Can Do More"; and (4) "The Power of the Pen." Part 5, "Appendices," contains: (1) "Immigration and Refugee Terms"; (2) "Refugees and the United States: A Teaching Bibliography"; (3) "Refugee Filmography"; (4) "Directory of Refugee Resources"; and (5) "The Universal Declaration of Human Rights." Several newspaper articles, photographs, and maps are part of the handouts for use. Lessons can be adapted to fit individual classrooms, audiences, and curricular needs. (EH)

Describes the historical background to the Nuremberg War Trials. Asserts that there is a wealth of evidence in the National Archives documenting atrocities committed by the Nazis. Presents primary source documents used in the Trials and provides seven suggested teaching strategies. (CFR)

Maintains that most history textbooks contain little information on the Holocaust. Asserts that short stories and poetry should be added to the nonfiction accounts to provide unique insights for students. Provides teaching suggestions and recommends two short stories and poetry selections on the topic. (CFR)