St Andrews and St BridesModern Studies DepartmentS2 CfE Level 3 and 4

Conflict in the 21st Century

Page | 2

My World of Work Skills Analysing Following ProcessesApplying Interpreting DataCooperating ListeningCoping with pressure Making decisionsDesigning QuestioningDeveloping a plan Verbal communicationFocus Written communication

Modern Studies and the World of Work – Link to new skills

As a student of Modern Studies you are learning to understand the world around us as well as the political, social and economic issues that affect our lives. The knowledge you gain from your time in Modern Studies will be with you after school and you will refer back to often and in surprising ways. Skills that we practice will prepare you for the future where you will have to create decisions and justify your actions by analysing and evaluating evidence. Our time is known as the “information age” because we are presented with vast amounts of information on an overwhelming level. This means you need to be able to apply learned research skills and analyse this information wisely as well as evaluate how reliable it is. Modern Studies will help you to develop the skills you need to be successful.

Put another way Modern Studies is where we learn how WE can change the world to make it a better place. You can have a small or a big part in that and over the page are examples of jobs where a background in Modern Studies would be useful.

Blooms Taxonomy

As well as developing your knowledge, this course will also help to equip you with important skills needed to be successful in Modern Studies and the wider world. The success criteria for each lesson will show you the main skills you will use each period. In Modern Studies we aim to promote Higher Order Thinking Skills which encourage a deeper understanding of the information. The following pyramid shows the different levels of thinking skills and as you work your way up the pyramid your learning will become more complex. This should help you to understand the issues covered more thoroughly. Each lesson the aims will be colour coded corresponding to a level on the pyramid so that you know which skills you are using.

Page | 3

Moderns Studies will help so that… I can demonstrate and apply the skills I have learnt across the curriculum to the

world of work. I can identify my interests, strengths and skills and use them to make

informed choices. I can choose a blend of subjects, courses and experiences to enable my career

pathways. I can access advice and support to help me make informed choices about

further learning and opportunities. I can demonstrate diverse thinking when exploring learning opportunities and

pathways. I can understand and consistently demonstrate the behaviours an employer

looks for in a good employee.

Examples of Jobs Related to the Conflict Course

Actor LawyerAid Worker LecturerArchaeologist NurseArmed Services ParamedicArtist Party ManagerAuthor Peace KeeperCharity Worker Policy OfficerCity Planner PoliticianComputer Coder Radio/TV PresenterCounter Terrorism Officer Religious TutorDiplomat ResearcherDoctor Security AnalystEthical Hacker Spy Fire and Rescue Officer TeacherHistorian WriterJournalist

Page | 4

Contents & Curricular Links

Confident Individuals Don’t be afraid to try and answer. Take small steps to public speaking. Check your work, then check with your

teacher or other pupil to see how well you are doing.

Responsible citizens Learn about the impact of terrorism on the

world. Consider the feelings of others in class, at

home and in the community. Evaluate the impact that such actions can

have on the lives of others.

Successful Learners Learn the key facts. Use different methods of presenting and

studying information. Develop skills (see list). Develop literacy and numeracy skills.

Effective Contributors Hands up as much as you can. Give opinions. Encourage others to contribute. Make speeches and respectfully argue your

point.

Freedom and my Rights Pages 7The Syrian Civil War Pages 11Escape From Syria Page 18The Refugee Crisis Pages 19Refugees Welcome? Pages 23Terrorism in the World Pages 27Daesh / So Called IS Pages 33Daesh Attacks Pages 37Responding to Terror Pages 45 Extension Tasks Pages 51

Social Subject Level 3 Benchmarks Reviews basic sources of evidence such as newspapers or surveys used in arguments about

current affairs to form a valid opinion. Presents using appropriate methods, an informed view of a current affairs issue. Identifies their own rights and responsibilities as a Scottish citizen and makes a comparison with

a contrasting society. Gives at least two simple explanations for the differences between their own rights and

responsibilities in a contrasting society.

Social Subject Level 4 Benchmarks Evaluates the impact which decision making bodies have on the lives of people in any chosen

area. Contributes to a discussion on the actions and motives of a chosen group or organisation which

seeks to achieve its aims by non-democratic means.

Page | 5

Experiences and Outcomes I can use my knowledge of current social, political or economic issues to interpret evidence

and present an informed view SOC 3-15a I have compared the rights and responsibilities of citizens in Scotland with a contrasting

society and can describe and begin to understand reasons for difference SOC 3-17a Having considered responses to a recent international crisis, I can contribute to a discussion of

the effectiveness of the responses SOC 3-19b I can evaluate the impact which decision making bodies have on the lives of people in

Scotland or elsewhere SOC 4-18a I can contribute to a discussion on the actions and motives of a group or organisation which

seeks to achieve its aims by non-democratic means. SOC 4-18c When I engage with others, I can make relevant contribution, encourage others to contribute

and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a

I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06a / LIT 4-06a

To help me develop an informed view, I can identify some of the techniques used to influence or persuade and can assess the value of my sources. LIT-08a

By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience. LIT 3-26a / 4-26a

As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others. HWB 3-09a / 4-09a

I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 3-14a / 4-14a

Course Learning Intentions

To use my knowledge of current social and political issues to interpret evidence and make an informed decision.

To compare the rights of citizens and understand the reasons for differences.

To consider international crises and discuss the effectiveness of the response.

To evaluate the impact of decision makers To understand the actions and motives of groups that use

non-democratic means.

Lesson 1: Freedom and my rights. LI: To compare the rights of citizens and understand the reasons for differences. SC: I can identify three of my political rights

After the horror of World War 2 in 1948, the world came together and countries signed up to the Universal Declaration of Human Rights to give rights to every single human.

Activity 1

List as many of your Human Rights that you think you are entitled to in your jotter.

Activity 2 What is the meaning of freedom?

Draw a thought bubble on a new page in your jotter and write down what you think freedom means. Be ready to give your opinions to the class.

Activity 3 What is Political Freedom?Freedom can mean to be politically free and to be equal. This means that there are restrictions on our freedom called responsibilities. Responsibilities are requirements in return for freedoms.

Looking at the three images to the below, what rights do you think they represent? What would be the responsibilities for each?

Activity 4 Political RightsCopy of below diagram in your jotter. Put the three rights into the diagram placing the most important at the top. Write a sentence explaining why your top right is the most important

Page | 6

Right: Freedom of speechResponsibility: To be respectful

Rights and Responsibilities

Right: Freedom to VoteResponsibility: To vote and stay informed

Right: Freedom to protest Responsibility: To follow the law and not cause harm

Lesson 2: The Syrian Civil WarLI: To use my knowledge of current social and political issue to interpret evidence and make

an informed decision. To compare the rights of citizens and understand the reasons for differences. To understand the actions and motives of groups that use non-democratic means. SC: I can explain the reasons behind the Syrian Civil War and compare the rights of

Syrian and Scottish Citizens I can recommend a solution to the conflict in Syria

The Arab Spring The Arab spring started in Tunisia and spread across to other Arab countries including to Syria. Individuals began to protest against the corruption of their government.

They demanded respects for their Human Rights and the Political Freedoms we enjoy regularly. It started with a spark as Mohamed Bouazizi, a 26 year old street vendor set himself on fire in protest at the harassment and corruption of the Tunisian government. He died and after his funeral people began to protest. The more the government tried to stop it the bigger the protests got and the President fled.

The people in the Arab world first tried to use the political freedoms we have here. They protested peacefully, they demanded fair elections and free speech. Many spoke out. Most of the governments in the Arab world controlled the broadcast and print media. This allowed them to ensure that the TV people watched and the Newspapers people read supported the government and praised the work of its leaders. They rarely showed the protests.

The Governments did not control social media. It spread messages of hope and encourage people to go into the streets to protest and for some, to fight.

Page | 7

Page | 8

Background to the conflictMany Syrians have lost their lives in the conflict between forces loyal to President Bashar al-Assad and those opposed to his rule. The bloody conflict has destroyed whole neighbourhoods and forced more than 12 million people from their homes.

Why did the conflict start?The conflict has its roots in protests that erupted in March 2011 in the southern city of Deraa after the arrest and torture of some teenagers who painted anti-government slogans on a school wall. Inspired by the Arab spring, the protesters tried to use free speech and protest to call for a new democratic government.

Activity 1 – Complete Section 1Section 1: Using the facts to follow create a list of rights the people of Syria do not have. Use your handout to help you.

Look at the image. In your jotter write down what you

See Think Feel Wonder

When security forces opened fire on protesters, killing several, more took to the streets. The unrest triggered nationwide protests demanding President Assad's resignation

The government use of military force to crush the dissent merely hardened the protesters' resolve. By July 2011, hundreds of thousands were taking to the streets in towns and cities across the country.

Opposition ForcesOpposition supporters eventually began to take up arms, first to defend themselves and later to expel security forces from their local areas. The country descended into civil war as rebel brigades battled government forces for control of cities, towns and the countryside.

Chemical WeaponsBefore the uprising began, the Syrian military had one of the world's largest stockpiles of chemical weapons, including sulphur mustard and sarin gas.

Page | 9

Death Toll By December 2017 I AM SYRIA report that almost 500,000 people have been killed. It is likely the number is higher.

500,000 DEAD

Page | 10

Activity 1: Complete Section 2 & 3

Section 2: Now on your handout create a list the rights that have been denied to Syrians but not Scots.

Section 3: Identify as many reasons as you can for this difference. Use the information below.

In 2018?

The conflict still rages on in Syria. Attempts at peace talks have not been

successful. The Refugee Crisis in Europe has continued.

Syria is a Dictatorship

We know it is a dictatorship because people have no say in who runs the country, little freedom of speech and were met with violence when they tried to protest.

People in dictatorship tend to get less rights than people in a democracy. This is because the dictator uses fear to keep control and so limits or denies people their rights by making them afraid.

Scotland is a Democracy.

We know it is a democracy because people have key rights such as a say in who runs the country, freedom of speech and the ability to protest on issues that are important to them.

People in democracy tend to get more rights than people in a dictatorship because we choose our leaders. We are more likely to choose a leader who will grant more freedoms and protect the ones we have.

Page | 11

Decision Making Exercise Almost every day, in every role for the rest of your life you will be asked to make important decisions.

Recently Politicians, Members of Parliament, Members of the Armed Forces, Journalists and Aid workers have all been debating what to do about Syria. It has also been the job of polling companies to find out what the majority of the British public would do.

In the next task you are acting as the Prime Minister and need to decide whether to invade Syria or not.

Related Career Options

• Politician • Armed Forces

Officer• Journalist • Charity / Aid

Worker • Pollster

Using the information in Source 1 and 2 you must choose: Option 1: Invade Syria

Or

Option 2: Do not invade Syria.  You must justify your choice by giving two reasons referring to the sources.

You should use the template to help you write down and justify your choice. A reason why (insert option) Option 1/Option 2 would be a better choice is because it says in source ____ that ___________________________________________________________________________________________________________________________________

Another reason why (insert option) Option 1/Option 2 would be a better choice is that it says in source ____ that ____________________________________________________________________________________________________________________________________

Page | 12

Invade Syria Decision Making Exercise

Using the information in Source 1 and 2 you must choose:

Option 1: Invade Syria OrOption 2: Do not invade Syria.

You must justify your choice by giving two bits of supporting evidence from the sources.

Source 2UK Opinion Poll: “Do you support invading Syria to stop the civil war”

2011 2015 2016 20170%

10%

20%

30%

40%

50%

60%

32%

39%43%

55%

Support for Invading Syria

Source 1The history of UK interventions in international conflicts.

• The UK invaded Iraq to overthrow the abusive dictator and the country is now a democracy.

• Almost 200 British troops died and many more were injured in Iraq.• The UK helped the Libyan Freedom Fighters to overthrow the abusive dictator but

now the country is in chaos. • The UK invaded and overthrew the government of Afghanistan which didn’t allow

anyone to sing or for girls to go to school. Now this country is a democracy and women have become successful lawyers.

• There were over 1,300 terror attacks between 2007-2016 after the British declared victory in Afghanistan.

• The UK has invaded to stop human rights abuses by the Syrian government and almost 500,000 people have died in the conflict with millions homeless.

Page | 13

The class will split based on your opinion. You need to convince the person in the middle that your view is right. They will move towards you the more convinced they are.

Do you think people were right to protest in Syria? Is it right that opposition fighters or rebels have used violence? Do you agree with the use of chemical weapons? How do you think the conflict could be solved?

Tug of War

Decision Making Questions: Answer Template.

“I choose Option__*copy in the option*

I chose this option because in source ___ it says ____*copy in evidence to support your choice*__

Another reason I chose this option is because in source ____ it says *copy in evidence to support your choice*___ “

Page | 14

Activity 1

To help us understand the decisions made by Syrian citizens trying to flee the conflict we are going to look at some of their experiences

As a group you need to plan your escape out of the city of Aleppo and make your way to Turkey and onto the European Union

You have seen on Facebook and Twitter the devastation of the cities of Homs and are afraid this will happen here.

Each Group will have an escape plan pack that has been downloaded from the internet. It was created by others who have left already and they found it useful.

You will have a set of criteria that you need to read and take into account. You will have a large white board or A3 Paper to plan out your escape.

To be successful you will need to think about The things you will need to survive Your family you will need to collect Where you might get them.

Lesson 3: Escape from SyriaLI: To use my knowledge of current social and political issue to interpret evidence and make an

informed decision. To compare the rights of citizens and understand the reasons for differences. SC: I can develop an escape plan out of Syria I can identify the decisions made by Syrian Citizens

Page | 15

Push Factors from Iraq, Syria, Libya, Afghanistan

Pull Factors to Scotland, the UK and Europe

The attractions of a country or countries are often called pull factors. They describe why people may be pulled towards the Europe.

People may leave their own country because life was not very good there. These are often called push factors.

Activity 1

Think about the reasons why someone would want to leave their home country and come to Europe. Copy and complete the below table of push and pull factors.

Lesson 4: Refugee Crisis LI: To compare the rights of citizens and understand the reasons for differences. To consider international crises and discuss the effectiveness of the response.SC: I can explain push and pull factors behind the refugee crisis I can identify the correct use of the term Asylum Seeker and Refugee I can create a memory for a drowned refugee by stepping into their shoes.

Page | 16

Most refugees are in their own or neighbouring countries hoping to go home. Most Syrian Refugees are located in Syria still or in countries next to Syria.

A refugee has the right to claim asylum in a country if they wish to stay permanently and it would not be safe to return them to their own country. They are known as Asylum Seekers.

Refugee Facts and Information

What is a Refugee?

A refugee is someone who has been forced to flee his or her country because of persecution, war, or violence.

A refugee has a valid fear of persecution for reasons of race, religion, nationality, political opinion, or membership in a particular social group (such as if they are LGBT). Most likely, they cannot return home or are afraid to do so.

Australians & Asians late 20th and early 21st Century

Arrivals

Europeans late 20th and early 21st Century

Asian & European refugees early 20th Century

Irish & Italian 19th & 20th Century

Europe

Departures

Australia & New Zealand

South Africa North America

Migration is nothing new in Scotland. Over hundreds of years many people have moved to Scotland while at the same time many have left. Immigrants and their children have brought great changes to Scotland including language, technology, music and pizza! At the same time those who have left have given language, technology, music and haggis to the world.

The vast majority of refugees live in camps without the opportunity to work or look after themselves

Page | 17

Activity 2Using the facts and information on page 16 and 17 create a Refugee Fact Sheet. The fact sheet should be colourful and use a combination of text and drawings. You should include:

Create a bar graph, line graph, pie chart or doughnut chart on the origins of refugees in Europe

Explain the difference between a refugee and an asylum seeker. Key statistics on Syrian refugees Information about the routes refugees take to Europe.

The two main ways to Europe are the Eastern and Central Mediterranean that can be very dangerous.

It is estimated that around 12,000 people have died in between 2014 and 2017 trying to cross. Many hundreds more are thought to have died when their boats sank in darkness after trying to avoid detection. Because there are no bodies we will never know for sure.

Origins of Asylum Seekers in Europe

Many of those who have made it to Europe have claimed Asylum. The top 3 origin countries in 2015 are

Syria – 350,000 people. Afghanistan – 170,000 people. Iraq – 130,000 people.

Syrian Refugee Statistics

6.6 million refugees inside Syria. 4.7 million Syrian refugees are in

neighbouring countries. 2.6 million are in Turkey and 1

million are inside Lebanon. This means 1 in 5 people in Lebanon are refugees.

More than 50% of Syrian refugees are children.

Page | 18

Look at the image. In your jotter write down what you

See Think Feel Wonder

Activity 3 – Step Inside

The image above shows all the areas where we know people have drowned trying to make it to Europe. The bigger the circle the more people that have died. Where the circles are darker this is because people have drowned here on more than one occasion. The black graves mark where some of the bodies found are buried in unnamed graves.

Many of the families of those who have downed have no idea their loved one is gone. At other times, whole families have been wiped out in a desperate bid for freedom often trapped in a boat as it sank or suffocating amongst the thousands cramped onto the ships locked in waiting for the air to run out.

We are going to take some time to remember some of these desperate people. Collect a memory card to make up a story for a person based on the questions below. You can add colour around the body but leave the body white and without a name. The colour represents a life lived but the white represents a life extinguished.

Where did they come from? Who was with them? How old were they? What family did they have? What pushed them to freedom and ultimately to the sea?

MTV Routine

Page | 19

The Medias Response For much of the early years of the refugee crisis, as millions lived in desperate poverty in camps throughout the middle east, as thousands drowned in the Mediterranean and men women and children suffocated in the back of lorries much of the British press spoke out against allowing refugees to make it to the UK.

Lesson 5: #RefugeeWelcome? LI: To use my knowledge of current social and political issues to interpret evidence and make an informed

decision. To evaluate the impact of decision makers.

SC: I can construct a personal message to a refugee I can evaluate the impact of decision makers on the refugee crisis

The Sun newspaper ran a column by Katie Hopkins where she referred to people looking for a better life as “cockroaches” and “feral humans”.

“show me pictures of coffins, show me bodies floating in water, play violins and show me skinny people looking sad. I still don't care. Because in the next minute you'll show me pictures of aggressive young men at Calais, spreading like norovirus on a cruise ship. Make no mistake, these migrants are like cockroaches.”

The death that changed everything The views expressed in the Sun were quite common until one day the body of a 3 year old boy washed up on the beach and the image went viral.

Page | 20

Activity 21. Describe how Katie Hopkins in a newspaper in Britain reported on the

refugee crisis? (Think about how they may have been biased)2. What event changed the way the media reported on the crisis? 3. Do you think newspapers should be able to describe refugees as

“cockroaches”? Justify your answer.

Alan Kurdi

When the body of 3 year old Alan Kurdi washed up on Turkish beach next to his 5 year old brother and mother the media in the UK and much of the world reacted with horror.

Alan had drowned when his family took the desperate risk to try and reach Europe on an inflatable boat which then capsized.

The photograph of his body was put on the front cover of many British newspapers who all called for the world to do more to stop such tragedies happening.

Many people asked “why this was allowed to happen” and others asked “what could they do to prevent more”.

Page | 21

#RefugeesWelcomeNot only did newspapers start to call for action people all over the UK and Europe started to organise donations and protests calling on more to be done.

UKs Response

The UK government responded by saying it would take in 20,000 (including 3,000 unaccompanied children) by 2020. It has also donated over £2.5 billion to help refugees in camps

It said that it would only take people who stayed in the refugee camps rather than took the risk of the dangerous crossing. It also means that the government can check the backgrounds first to make sure they are safe to come to the UK.

The UK was criticised for setting such a low target compared to 3.5 million homeless Syrians in Turkey alone.

Germanys Response

The German government responded by saying any refugees who made it to Germany was welcome. It opened up old army barracks to create new homes for refugees.

Germany has now taken in over a million people from Syria. Many are skilled in professions such as dentistry and it is predicted they will help the Germany become richer in the long term.

Germany was criticised because the “open door” policy encouraged hundreds of thousands to risk their lives trying to get to Germany illegally.

Activity 31. Read the response of Germany and the UK. 2. In your jotter write down which you think is the better response between

Germany and the UK to the refugee crisis. Justify your decision.

Page | 22

RefuweegeeRefuweegee is a community-led charity set up to ensure that all refugees arriving in Glasgow are welcomed to the city in true Glaswegian style.  

They want to make sure that when people arrive in Scotland they receive the welcome they deserve and few useful tips too!

They aim to provide every Refuweegee who arrives in the city with a community built welcome pack.  Each pack will contain three categories of items; essentials, Glasgow welcome and ‘letters from the locals’.

Welcome LettersWe are going to write a welcome letter for refugees that arrive in Glasgow.

Suggestions for Letters Say Hello Welcome them to Scotland Tell them why Scotland is a

great place to life Talk about the Political and

Human Rights they are going to be entitled too as a new citizen of Scotland.

Share recommendations of what to do when in Scotland.

Wish them good luck.

Page | 23

“Terrorists use non-democratic means to achieve their aims (not via the ballot box)”

Discuss: Is it ever justified to use terrorist methods?

Lesson 6: Terrorism in the WorldLI: To consider international crises and discuss the effectiveness of the response. To understands the actions and motives of groups that use non-democratic means. SC:

I can explain what terrorism is I can identify different types of terrorism I can describe a terrorist group and its aims

Terrorist groups who carry out attacks are sometimes called

‘Extremists’

Terrorists try to achieve their aims by causing fear, and killing

or injuring civilians.

Terrorists do not want to achieve their aims by voting or

other democratic means.

Terrorism is the use of violence or intimidation to change the way

governments and people act

Terrorism

Page | 24

Activity 1There are three main reasons that terrorists use to justify their actions.

Match the correct type of terrorism to the correct description and write them in your jotter.

Type of Terrorism

Description

Religious When some people disagree strongly with how a country is being run

Territorial When certain members of a religious group feel that they have been badly treated by people of a different religion or by their government.

Political When some people feel that the area they live in is under threat or controlled by someone else and they want to control it themselves.

Activity 2Working as a pair or a group, you need to look at the case studies of terrorist groups or attacks and decide what type of terrorism it is.

You can use the examples on page 25.You must create a list or table in your jotter matching the example with the type of terrorism.

Some examples are below in page 24 to do together as a class.

Example 2Location: USA

Year: 2015

What happened: In a mass shooting event, 3 people died and 4 injured after a man who describes himself as a Christian, attacked an abortion clinic.

Example 1Location: UK

Year: 2016

What happened: A man, shouting “Britain First” shot and stabbed a Member of Parliament because he did not agree with her and others view that a multicultural UK was a good thing.

Page | 25

Example 8Location: USA

Year: 1993

What happened: A truck bomb was detonated under the Twin Towers killing 6 and injuring over 1,000 people. The organisers believed that America interfered too much in Muslim countries.

Example 7Location: Kenya

Year: 2013

What happened: This group attacked the Westgate shopping mall in Kenya as revenge for Kenyan military action in the group’s home country of Somalia. The group want to rule Somalia.

Example 6Location: Japan

Year: 1995

What happened: In 5 coordinated attacks, targeting trains in the government area of Tokyo this group released the chemical sarin which killed 12 and injured over 4,000. The group leader believes he is Christ and wants to bring about Armageddon.

Example 5Location: Ireland

Year: 1971

What happened: Not wanting Irish control over Northern Ireland and wishing Northern Ireland to stay a part of the UK this group set of bombs in Dublin killing 34 and injuring 300.

Example 4Location: Spain

Year: 2006

What happened: This group set of a bomb filled van at the parking area of Madrid-Barajas Airport. One of their most powerful 2 were killed and 52 injured. The group demanded independence for the Basque Country in Northern Spain and southwest France.

Example 3Location: Norway

Year: 2011

What happened: After bombing government offices, this terrorist went to an island youth camp of young politicians were he opened fire on the gathered children. 77 died and over 300 were injured. He targeted Norway democracy and openness.

Page | 26

The Recent rise of Islamic Related Terrorism: 9/11

See Think Wonder

Copy and complete the sentences below based picture above.

I see (describe what is in the picture) ______________________________________________________________I think (what do you think about the picture) ______________________________________________________________I feel (an emotion about the picture) ______________________________________________________________I wonder (what does the picture make you wonder about)______________________________________________________________

MTV Routine

Page | 27

9/11

"9/11" is shorthand for four coordinated terrorist attacks in the USA carried out by Al Qaeda on September 11, 2001. The attacks killed 2,977 people.19 terrorists from Al Qaeda, hijacked four commercial airplanes, deliberately crashing two into the twin towers of the World Trade Centre complex and a third plane into the Pentagon in Washington DC. The Twin Towers ultimately collapsed.

After learning about the other attacks, passengers on the fourth hijacked plane, Flight 93, fought back, and the plane was crashed into an empty field in western Pennsylvania, about 20 minutes by air from Washington, DC.

The attacks killed nearly 3,000 people from 93 nations. 2,753 people were killed in New York,184 people were killed at the Pentagon and 40 people were killed on Flight 93.

Horrific pictures were transmitted on television screens which stunned people all over the world where many schools, offices and homes came to a standstill to watch the events unfold.

Page | 28

Why did this happen? The group who organised the attacks, Al Qaeda, believed that the West, in particular countries like the USA were interfering too much in historically Islamic countries.

The West, historically a Christian part of the world, had invaded many Muslim countries over the last hundred year and supressed Islamic traditions and encouraged the citizens to become more westernised.

Al Qaeda argued that what they did was right to protect Islam from a Christian-Jewish alliance to destroy Islam.

Increased security

The September 11th attacks have also had a lasting impact on airline security, to try and make it more difficult for terrorists to get onto planes.

Stricter searches are now carried out before people can board flights. People’s backgrounds are also investigated and countries share intelligence to create a “No Fly List”.

People also have to check in earlier and are very restricted in terms of what they can take on a plane.

Activity 1Complete the questions below in your jotter

1. Describe the events of 9/11.2. Name the terrorist group was responsible for the attack and who was their

leader? 3. Give examples of how airport security has changed since the events of 9/11.

Page | 29

You can call it Daesh/IS/ISISSome call it Daesh. This is an Arabic acronym taken from the phrase “al Dawlah al-Islameyah fi Iraq wal-Sham" or literally, “Islamic State in Iraq and al-Sham”. In the same manner we may refer to ISIS or so called IS, Daesh is the Arabic equivalent.

In Arabic, the acronym ‘Daesh’ is close to the word ‘daas’ – meaning to trample or crush something underfoot. Using ‘Daesh’ implies that ISIS is a group to be humiliated and crushed underfoot. Most countries in the world use Daesh for this reason.

Daesh have threatened to cut the tongue out of anyone who uses it. If you prefer IS or ISIS is ok. Some people prefer not to call it Islamic State as they argue that would give it authority and recognition.

What is Daesh/ISIS? Daesh are a terrorist organisation who burst onto the international scene in 2014 with large numbers of followers in countries like Syria and Iraq.

Daesh have become notorious for their brutal attacks, mass killings and rising numbers of followers from all over the world.

Lesson 7: Daesh/ So Called Islamic StateLI: To understands the actions and motives of groups that use non-democratic means. SC: I can identify the aims of a terrorist group I can explain their use of social media and attacks

Page | 30

What do they want? Daesh are a terrorist group who burst onto the international scene in 2014.

Daesh declared in 2014 that they aim to have a country which is ruled by strict Islamic law.

This would be known as a Caliphate and life would be very strict.

Most Muslims are against this.

Life under Daesh is brutal and harsh. • Women are treated like property or sold as

slaves. • If you are gay (or if they even think you might

be) you are thrown off buildings and stoned to death.

• If you swear you will be executed.• If you drink alcohol you would be whipped.• Children are trained to become suicide

bombers.• People opposed to them have been burned

alive.• Daesh rarely take prisoners.

Daesh fighters execute Christians in Libya

Activity 1

Watch the video diary of life under Daesh in its capital city Raqqa and answer the questions on your handout

Page | 31

Daesh & Social Media Daesh have used social media mainly in two main ways:

To recruit people to fight for Daesh in “defence” of Islam To recruit people to join them and populate the “Islamic

state”

Recruiting Abroad There have been many reports in the news about Daesh recruiting members from all over the world. Including the UK.

Daesh argues that attacks by countries like the USA and UK, for example, in Afghanistan, Iraq and Libya are part of a war on Islam and that young Muslims should fight back.

It is important to note that most Muslims would argue that Daesh do not represent them. They would even say they are not true Muslims.

Activity 2

Read the article from the Daily Mirror on page 32 1. Describe the ways that Daesh use social media. 2. Explain whether social media is a force for good?

Be prepared to share your answer.

Page | 32

Glasgow Jihadi bride writes shocking suitcase checklist for schoolgirls wanting to join Daesh

The 21-year-old has created a guide on Tumblr on what female recruits should pack before they leave for Syria. Including vitamins for pregnant women. Aqsa Mahmood has been accused of being one of the main recruiters of females for the terror group, using social networks such as Twitter and Tumblr.

Girls are sold a new life fighting for freedom but instead they are controlled, have to spend most of their time at home and are forced to wear two black gowns to hide their body shape as well as black gloves and black veils. After marrying Daesh fighters, many of the girls are reportedly beaten and abused by their husbands.

In the past, Aqsa has urged Muslim men and women unable to fight in Syria to commit terrorist atrocities at home instead.

Page | 33

Like Al Qaeda, Daesh have attacked many places in the world including western countries like the USA, UK, France, Germany, Spain and Sweden as well as countries in the Muslim world like Afghanistan, Syria, Yemen and Egypt.

There are three main reasons why these countries are attacked. 1. To try and convince other countries to not get in the way of Daesh in

setting up its own country. It does this by threatening to attack any who try to stop it.

2. To try and turn the people of Europe and the USA against refugees. They do this to help persuade the refugees not to leave Syria as they need people to build up a new country.

3. The leaders of Daesh want to start a war between Islam and other countries as they believe it will end the world and they will be rewarded in heaven.

Activity 1

In your own words create a mind map in your jotter about the 3 reasons for Daesh attacking countries like the UK.

Lesson 8: Daesh Attacks LI: To understands the actions and motives of groups that use non-democratic means. SC: I can describe examples of Daesh attacks I can create a fact file on Daesh attacks in the Western and Muslim worlds

Page | 34

Manchester – 2017

22 people killed and over 500 injured in Manchester

The attack

The explosion happened in the arena's foyer, as people began streaming from the doors after and Ariana Grande concert in May 2017. This was from a suicide bomber using a nail filled explosive. Most of those injured were children.

The attacker, Salman Abedi, was born in Manchester. He died in the attack.

He was believed to be inspired by Daesh and motivated to act in support of them. Daesh has long encouraged people to become “home grown” terrorists.

Activity 2 Watch the documentary and complete the questions on your handout

https://www.youtube.com/watch?v=5HXXwcfRALU

Daesh Attacks Presentation You are now going to prepare a short fact file on some of the recent attacks by Daesh to have happened in the world.

In your workbook is information on attacks organised or inspired by Daesh. Unlike Al Qaeda who directly planned and organised the 9/11 attacks Daesh also encourages people to organise attacks in their home country.

Page | 35

Daesh Attacks Presentation

Using the template given, create a Fact File based on the information in the workbook. 1. You must create detailed information on one of the attacks that have taken

place in recent years. 2. Your teacher will assign you to choose an attack on the western world or an

attack on the Muslim world. 3. Discuss with another pupil who has studied a different attack from you. i.e. if you

studied a western world attack then find someone who studied an attack in the Muslim world. Complete the empty section of your fact file.

Be prepared to share with the class some information about the attack you just learned about from a fellow student

Pensacola, Florida- 2019

3 Killed and 8 injured

The attack December 6, 2019 - A gunman opens fire on a Navy air station in Pensacola, Florida, killing three US sailors. The shooter, identified as Mohammed Alshamrani, a 21-year-old second lieutenant in the Royal Saudi Air Force and a student naval flight officer, is killed in an exchange of gunfire with two deputies. During a news conference on January 13, 2020, Attorney General William Barr says the shooting was an act of terrorism motivated by "jihadist ideology

Daesh Attacks in The Western World

Page | 36

Barcelona – 2017

13 people killed in Barcelona and over 130 injured

The attack 22 year old Younes Abouyaaqoub, who lived in Spain since he was 4, drove into pedestrians on Barcelona’s famous street, La Rambla. The night before the organiser of a larger attack accidently detonated over 120 gas canisters believed to be used for a bigger attack.

The attack was not organised by Daesh but people inspired by their call to “defend” Islam from the West.

London Bridge – 2019

2 people killed and 3 injured in London

The attack On 3 December 2019 a man stabbed two people to death and wounded three others in a "terror-related" attack and was shot dead by police on London Bridge after members of the public held him down.

Usman Khan, 28, had been released from jail on licence in 2018, half-way through a 16-year sentence for terrorism offences.

Cambridge University graduates Jack Merritt, 25, and Saskia Jones, 23, were killed in the attack.They were attacked during a conference at Fishmongers' Hall, at the north end of London Bridge at 13:58. Staff believed Khan was wearing a bomb with added knives.Two men used chairs, fire extinguishers, a pole and a narwhal tusk, which was hanging on the wall, to fend off Khan after he broke through the doors, driving him out of the building.

Lukasz, a Polish national who was working as a porter in the hall's basement, suffered five wounds to his left-hand side as he fended off the knifeman with a pole during "about a minute of one-on-one straight combat" - allowing others time to escape danger, Lukasz was taken to hospital for treatment before returning home.

Police attended within five minutes and cleared the scene of civilians before shooting Khan dead.

Page | 37

Daesh Attacks in The Muslim World

Iraq - 2016

Over 300 dead and 200 injured in car bombings

The attack On 3rd July 2016, Daesh militants carried our bomb attacks in the Iraq capital Bagdad. The areas were busy with late night shoppers and they used vans filled with explosions. It is the second worst suicide attack in Iraq since 2007.

Many believe Daesh organised the attack to distract people from the fact that the Iraqi army had just recaptured the city of Falluja and that Daesh were becoming weaker.

Many died in the fires caused by the bombs as they were trapped in shopping centres.

Egypt - 2017

Over 300 Dead in Egyptian Mosque

The attack On the 24th of November the al-Rawda Mosque was attacked by 40 Daesh gunmen. They used the burning wrecks of cars to block escape routes, launched rocket propelled grenades and opened fire on worshipers during Friday prayers. They waited in ambush for the ambulances and then fired on them.

There were 27 children killed in the attack.

Page | 38

Afghanistan - 2018

57 dead 119 Injured

The attack "They all wanted to vote” Rasuli, 26

Afghanistan has been struggling against terrorist attacks ever since the UK, USA and other invaded following 9/11. A new government was introduced into Afghanistan and several elections have taken place. Democracy is hated by Daesh and using the right to vote can cost you your life.

In April 2018 a suicide bomber detonated their bomb on people who were registering to vote in the capital of Afghanistan, Kabul.

Page | 39

Related Career Options

• Journalist• Charity

Worker• Armed Forces

Officer• Politician

Page | 40

Lesson 09: Responding to Terror Attacks

LI: To use my knowledge of current social and political issues to interpret evidence and make an

informed decision. To compare the rights of citizens and understand the reasons for differences. To consider international crises and discus the effectiveness of the response. To evaluate the impact of decision makers. To understands the actions and motives of groups that use non-democratic means. SC: I can discuss the response of the UK government to terrorism I can create a report that explains the differences between my rights and the rights of

Syrian citizens and recommend if the UK should use drones against Daesh

Activity 1The UK Government has been faced with a number of problems because of the threat of terrorist groups like Al Qaeda and Daesh.

1. Carefully read the problems the UK Government faces on the next page. 2. Discuss in your group and come up with ideas for what the UK

Government could do to try and reduce the risk of terrorist activity. 3. Write down your answers in your jotter. 4. Be prepared to share your solutions with the class.

Look at the image. In your jotter write down what you

See Think Feel Wonder

MTV Routine

Using the information in Source 1 and 2 you must choose:

Option 1: Start drone strikes against Daesh OrOption 2: Do not start drone strikes against Daesh.

You must justify your choice by giving two bits of supporting evidence from the sources.

Source 2UK Opinion Poll: “Do you support drone strikes against Daesh”

Yes; 44%

No; 32%

Don’t Know; 24%

Support for UK Drone Strikes Against Daesh

Yes No

Don’t Know

Source 1

Arguments For Drone Strikes in Syria and Iraq• Many lives could be saved by destroying the bases of Daesh and killing their leadership.• It could put other terrorist groups off attacking the UK if they see that we can destroy them at no

cost to British lives. • The drones are very precise and so can attack Daesh with minimal casualties. • Previous invasions of countries hiding terrorists has cost many British lives, billions of pounds and

left those countries in ruins with many fleeing as refugees. Targeted strikes could avoid this.

Arguments Against Drone Strikes in Syria and Iraq• The drones are not 100% accurate and might accidently destroy a school or kill innocent civilians. • The drones are very expensive and if lost or damaged could cost the tax payer a lot of money. • Daesh often use children as human shields meaning the drone could kill children at the same time

as terrorist fighters. • Daesh could point to the drone strikes as evidence of the West “at war with Islam” and use it to

recruit more terrorists.

Decision Making Exercise

Almost every day, in every role for the rest of your life you will be asked to make important decisions.

The UK government is deciding if it should order drone strikes against Daesh

Using the information in Source 1 and 2 you must choose: Option 1: Start drone strikes against Daesh Or

Option 2: Do not start drone strikes against Daesh.  You must justify your choice by giving two reasons referring to the sources.

You should use the template to help you write down and justify your choice.

Decision Making Questions: Answer Template.

“I choose Option__*copy in the option*

I chose this option because in source ___ it says ____*copy in evidence to support your choice*__

Another reason I chose this option is because in source ____ it says *copy in evidence to support your choice*___ “

Page | 41

Page | 42

Tackle the reasons someone becomes a terrorist

Anyone who is concerned about a friend, fellow student or work colleague can report them to the Government. They can do this at https://www.gov.uk/report-terrorism.

This is part of the governments PREVENT strategy where it tries to work with people who may be recruited by groups like Daesh. They would work with the person to understand what they are feeling and try to persuade them that violence is not the way.

It is felt it is better to deal with why someone may become a terrorist first rather than after they have become one.

2 Some students have expressed in class that they think the Manchester and London attacks were a good thing. This is concerning to teachers and students.

Take away passports of suspected terrorists

The UK Parliament has passed laws that allow the UK Government and security services to take away the passport of people who might be tempted to travel to places like Syria to train with Daesh.

The security services also have the power to put suspected terrorists under house arrest and limit their movements as well as who they can contact.

In extreme cases they can be put under surveillance and their phones bugged.

1Daesh have tried to encourage people who feel excluded and isolated from their community to commit attacks. It wants these people to travel to Syria to train as fighters and then return home to attack.

Page | 43

Share intelligence between countries

Governments in Europe, North America and around the world have made agreements with each other to share secret information to help prevent attacks.

In 2017 the UK said it had stopped several attacks from happening in the UK in part because of information shared by other countries like France and Belgium.

Terrorism doesn’t just happen in one country so sharing information can help keep everyone safer.

3The UK government has learned from its spies that an attack is planned in Berlin, Germany. It recently arrested a suspected terrorist in the UK who told the government the names of the people planning the attack in Berlin, Germany.

Page | 44

Page | 45

Discussion Time

Do we have enough freedom in our country?

Can war or military action ever be justified?

Is there a justification for terrorist acts?

Should we welcome refugees to the UK?

Page | 46

Page | 47