WHITE SUPREMACY AS DOMESTIC TERRORISM
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WHITE SUPREMACY AS DOMESTIC TERRORISM

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    • BOOK IMAGE
    • Preview of IN THE SHADOW OF STATUES LESSON PLAN 2018.docx - page 1
    • Preview of Inthe Shadow of Statues.pdf - page 1
      Subject Social Studies — Historical Thinking, The Civil War, US History
      Grade Level Grades 9-12
      Resource Type Handout, Lesson Plan, Presentation, Worksheet
      Standards Alignment
      State-specific
      License

      Public Domain Dedication

      CC0 1.0 Universal

      About This Lesson

      ESSENTIAL QUESTION:  SHOULD WHITE SUPREMACISTS BE CONSIDERED DOMESTIC TERRORISTS?

      Objectives:  SWBAT analyze, evaluate, source and annotate excerpted primary and secondary source complex texts regarding the white supremacy as domestic terrorism (a federal crime) toward skill building for the long-extended essay portion of the AP American History.

      Citations: 

      BOOK:  Landrieu, Mitch (2018) In the Shadow of Statues:  A White Southerner Comforts History.  NEW YORK:  Viking Press (Pgs. 57-89)

      WARM UP VIDEO:  In the Shadow of Statues – Mitch Landrieu (March 26, 2018)

      https://www.c-span.org/video/?442973-1/in-shadow-statues

      NEWSPAPER ARTICLE:

      It’s Time For Congress to Make Domestic Terrorism a Federal Crime – Lawfare, December 5, 2018

      https://www.lawfareblog.com/its-time-for-congress-make-domestic-terrorism-federal-crime

      HATE CRIME ORGANIZATION WATCHLISTS:

      https://www.splcenter.org/hate-map

      https://www.fbi.gov/investigate/civil-rights/hate-crimes

      MAGAZINE ARTICLE:

      The First White President – The Atlantic – October 10, 2017

      https://www.theatlantic.com/magazine/archive/2017/10/the-first-white-president-ta-nehisi-coates/537909/

      Standards

      Identify, describe, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources).
      Read More About A.2
      Identify, compare, and evaluate multiple perspectives on a given historical experience.
      Read More About C.2
      Connect historical developments to specific circumstances of time and place and to broader regional, national, or global processes and draw connections to the present (where appropriate).
      Read More About C.6
      compare and contrast the experiences of different groups in the United States
      Read More About 1.2.3
      Investigate differing and competing interpretations of historical theories—multiple perspectives
      Read More About A.1.a
      consider different historians’ analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations
      Read More About 1.4.2

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