For a Google doc version of this lesson, click here. You will be prompted to make your own copy to access the lesson.

**Note to teachers: This is a sensitive topic that could be anxiety provoking for some students. Please review the entire lesson first and offer students an alternative assignment.

Introduction

Extremism, conspiracy theorists and anti-government sentiments and actions are on the rise. PBS NewsHour’s America at a Crossroads series with Judy Woodruff explores why so many Americans are prone to falling for falsehoods, misinformation and quick fixes in recent years. The series also looks at ways to get the country back towards a more unified, safer and community-minded place.

In this lesson, students will examine recent attempts to pass “domestic terrorism” laws and why they’ve failed.

Connections to Journalism in Action

Journalism in Action: Covering Watergate

What distinguishes Watergate from other events described in this lesson?

Materials

• Computers/laptops to watch video and access documents
• Pen and paper
• Optional: printed hard copies of Senate Republicans Filibuster Durbin's Domestic Terrorism Prevention Act for each student

Grades: 6-12 (lesson can be adapted for grade level with optional activities)

Estimated time: One or two 50-minute periods

Objectives

• Students will explore extremism and examine the evolution of The Domestic Terrorism Prevention Act of 2022.
• Students will consider what prior actions may have prompted its creation.

Background: According to the Federal Bureau of Investigation (FBI), domestic terrorism is defined as activities that are dangerous to human life, in violation of the laws of the United States, intended to intimidate and coerce people and intended to influence and affect the actions of the United States government.

In 2022, the House of Representatives passed the Domestic Terrorism Prevention Act. However, the Act failed to pass the Senate and become a law.

Warm-up activity

Watch the edited clip from “Home-grown extremism and lessons learned 28 years after Oklahoma City bombing.” Follow along with the transcript here.

Then, work with a partner to answer in written form the questions below.

PBS NewsHour: Oklahoma City Bombing

1. What do you think the term extremism means? How is it connected to domestic terrorism?
2. Name TWO acts of domestic terrorism that may have catalyzed the creation of the Domestic Terrorism Prevention Act of 2022.
3. What new laws might help prevent domestic terrorism?
4. Why do you think we do not yet have a law that criminalizes domestic terrorism?

Main activity

1. Read the summary of H.R.350 - Domestic Terrorism Prevention Act of 2022. Then, work with your partner: write the names of the two groups that the bill cites as domestic terrorists and describe the ideologies (beliefs) of these groups.
2. Read the press release Senate Republicans Filibuster Durbin's Domestic Terrorism Prevention Act. If you are working with a hard copy, annotate the article (underline parts you think are important and jot down notes about what you think, questions you have, connections you make). Work with your partner to answer the following questions:
3. What is a filibuster?
4. What happened to the Domestic Terrorism Prevention Act of 2022 in the House? What happened to it in the Senate?
5. Illinois Sen. Dick Durbin said, “The ‘Great Replacement Theory’ is a thinly veiled white supremacist theory that tries to suggest that immigrants to America are somehow only arriving at the expense of those already here, particularly white Americans… it is white supremacy and it inspired this man to do terrible things in Buffalo and kill innocent people at that grocery store.” Explain what he means.
6. According to the press release, why did Republicans filibuster (block) the bill?
7. Gather as a class and discuss answers.

Extension activities

1. Watch video of Durbin’s remarks on the Senate floor here. Share out as a whole class student responses to his remarks, and partner responses from warm-up and main activity above.
2. Old School Throwback: This topic is serious and sometimes we need different forms of media to discuss historic events and failed public policies that have attempted to bring about change. On that note, have your students watch School House Rock — How a Bill Become a Law. Ask them what bills they would propose to make their communities safer.

Standards

Common Core

CCSS.ELA-LITERACY.RH.6-8.2; 9-10.2; 11-12.2

Determine the central ideas or information of a primary or secondary source…

College, Career, and Civic Readiness

D2.Civ.2.6-8. Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

About the lesson author

Dina Weinberg has worked with children and teens in public and private schools for the past 25 years. She taught middle school English, worked as a teaching artist on large scale collaborative mural projects, created and led a Seed to Table Garden program and taught fine art to children for the last 20 years. Her approach to teaching and learning stems from her belief that every person has the right to grow in a fulfilling, enjoyable, and safe way. Dina currently works one-on-one with students on expository, personal, and historical writing skills; math and science, and building organizational skills. She is the mother of two grown daughters and lives in Bronx, New York, with her husband.

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