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Published in February 2020

 

 

Module 1: Developing a rationale for using the video on terrorism and violent extremism in your classroom

 

This module provides guidance on integrating the video on terrorism and violent extremism into the classroom curriculum and developing a supporting rationale for doing so.

A rationale helps to ensure that students meaningfully engage with the video content and the related areas of terrorism and violent extremism that are not covered in the video.

There are many sound educational reasons to incorporate the video on terrorism and violent extremism in the classroom curriculum.

  • Is the purpose grounded in the curriculum or is it to supplement the curriculum?
  • Is the purpose to engage students in a discussion on terrorism and violent extremism, extending the life skills curriculum of the school?
  • Is viewing the video part of an extracurricular activity, such as an integrity club activity?
  • Is viewing the video part of a pedagogical strategy to help students engage in a process of inquiry and self-reflection? 

It is important to understand why you are doing what you are doing and what you hope to achieve. When you can articulate a rationale for teaching certain content in a certain way with certain materials, you can better structure the learning experience and make justifications, if needed, for their instructional decisions.

 

Your toolkit for developing a rationale for using the video on terrorism and violent extremism

Consider the following when developing a rationale for incorporating the video on terrorism and violent extremism:

Why is the video an appropriate tool for discussing this topic? 

  • The video is designed for lower-secondary (13-15) and upper-secondary (16-18) audiences. It is a tool for teachers and is not for students to view alone. The video is intended to be used in conjunction with this guide and not in a stand-alone capacity
  • The video engages students in meaningful discussions about terrorism and violent extremism, stimulating conversation about how it can impact their community, rights and future, without overtly preaching to them. The story has an interesting plot and features elements of surprise and humour
  • The video is brief. It is two minutes long, which allows you time to replay, discuss and debrief the content. Videos of less than eight minutes tend to increase interest and motivation to learn
  • The video is based around a short story with a simple plot. While the plot is simple, the links to terrorism and violent extremism in the video are complex. This facilitates a healthy critical-inquiry process (discussion, debate and questioning) regarding the more complex elements of terrorism and violent extremism, whether covered in the video or not
  • There is no dialogue or narration in the video. Students can concentrate on what is happening without the distraction of words. Students can add their own dialogue as an extension activity after viewing and debriefing.

If you wish, you can add other reasons to this list.

 

What can you achieve by showing this video?

You can deepen your students' understanding of terrorism and violent extremism and their impact on individuals and society

  • You can teach your students to understand, appreciate and respect diversity
  • Your students can develop values and skills, such as respect, caring, empathy, solidarity, tolerance, inclusivity and communication, that will enable them to live peacefully with others
  • Your students can become more self-aware while promoting wellbeing at the community and the global level

If you wish, you can add other expectations to this list.

 

What are the most significant lessons students should learn from the video on terrorism and violent extremism?

  • The use of violence against people to achieve a political goal is not legitimate
  • Respect for differences in opinion is a core component of a healthy, thriving community
  • Violent extremism is often driven by feelings of isolation and exclusion, and by fear and ignorance. Responses to violent extremism must be implemented in a way that is respectful of human rights and the rule of law. If they are not, feelings of exclusion can be exacerbated

If you wish, you can add other learning objectives to this list.

 

How can you use the video in your classroom curriculum?

  • You can integrate the video into the existing curriculum. The content can be used to complement certain objectives (directly or indirectly) of the curriculum. For example, it can be used in relation to a specific outcome, goal, strand, unit or standard in the curriculum. In this way, the video acts as a tool to help achieve the larger aims of the curriculum.
  • You can supplement or enhance a particular aspect of teaching and learning with the video, using it as a pedagogical strategy or a scaffold to reinforce certain material. The video can be used to introduce a new lesson or concept, or to prompt prior knowledge. It can complement in-class work by driving interest, inquiry, exploration, curiosity, creativity and problem-solving. In this way, the video acts as a tool to help achieve a larger pedagogical aim.
  • You can use the video as part of an extracurricular learningactivity.Thisrefers to using the video in an afterschool setting, such as in an integrity club or another informal after-school programme. However, there are potential limitations to this approach, including in relation to the availability of a teacher to carry out the learning activities and the number of students able to access the activity.
 

What activities can I undertake using the video?

Your rationale is not complete without considering what instructional activities you can undertake using the video.

Activities can include script writing, role plays, listening, speaking activities, inquiry-based activities, classroom discussions, debates, cooperative learning activities, problem-based and project-based learning, visual-learning strategies, game-based learning, action-based and experiential learning activities, and reflection activities.

All of these activities are based on the three domains of learning, cognitive, socio-emotional and behavioural, which form the framework of the Global Citizenship Education initiative.

There are a number of suggested activities available to download (see suggested activity sheets 1 to 6).

You can use these activities to help plan the use of the video in your classroom, and to complete your rationale for using the video.

 
Next: Module 2 - Previewing the organized crime video
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