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Introduction

 

How to use this Guide

This Guide is an accompaniment to the video on terrorism and violent extremism. The purpose of this toolkit is to critically engage secondary-level students (aged 13 to 18) in understanding the meaning and impact of terrorism and violent extremism, and other acts linked to terrorism and violent extremism.

The Guide is designed to help teachers of secondary-level students expand on the content of the video; it recommends good practices and educational strategies that can be used in conjunction with the video.

The Guide is comprised of four modules:

  • Module 1 presents instructions for developing a rationale for the use of the video in the classroom. It also includes activities that teachers can undertake using the video.
  • Module 2 presents ideas for previewing strategies that enable students to be more effective viewers of the video. It includes a lesson plan that teachers can apply to the previewing process.
  • Module 3 focuses on encouraging the students to engage critically with the video content and includes strategies to enhance the viewing experience.
  • Module 4 focuses on the post-viewing stage of the process. It includes a lesson plan for a debriefing session and a discussion guide.

In addition, the Guide contains the following resources to support the implementation of the modules:

  • A glossary
  • My Video Journal handout
  • Letter from Birmingham Jail discussion guide
  • Six Principles of Nonviolence handout
  • Six Steps of Nonviolent Social Change handout
  • Defining Key Elements of Terrorism and Violent Extremism handout
  • A checklist for using the video on terrorism and violent extremism

The Guide is based on the following three messages about terrorism and violent extremism that teachers are urged to frame their lessons around and share with students:

  • 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
 

About this Guide

This Guide has been developed under the auspices of the United Nations Office on Drugs and Crime (UNODC) Education for Justice (E4J) initiative that promotes respect for the rule of law through education.

The Guide is informed by articles 5 and 13 of the United Nations Convention against Corruption, the only legally binding universal anti-corruption instrument. Articles 5 and 13 call on States parties to establish effective prevention mechanisms, including education programmes, aimed at the promotion of integrity, transparency and the rule of law.

The Guide uses the aims and infrastructure of the Global Citizenship Education (GCED) initiative, which place young people at the centre of these preventive practices, as its framework. GCED aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation and commitment to peace, human rights and sustainable development.

Tackling terrorism and violent extremism is vital to achieving the Sustainable Development Goals, particularly Goal 16, whose primary goal is the promotion of peace, justice and strong institutions. Section 16.A specifically targets the need to strengthen relevant institutions, including through international cooperation, for building capacity at all levels, in particular developing countries, to prevent violence and combat terrorism and crime.

 
Next: Module 1 - Developing a rationale for using the video in the classroom
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