Stage 1 Desired Results

Established Goal(s): This unit addresses a wide variety of 7th grade World Geography and
Cultures goals as well as common core reading, writing, listening and speaking skills.

In particular, this unit addresses the following Pennsylvania 7th grade social studies standards:
Understand and interpret the different types of maps
Define culture and culture traits
Describe the conflicts caused by religious and ethnic differences among people
Understand and discuss drug crimes, drug laws, Forfeiture and drug prevention

This unit addresses the following common core reading standards:

CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

This unit addresses the following common core writing standards:

CCSS.ELA-LITERACY.WHST.6-8.1
Write arguments focused on discipline-specific content
CCSS.ELA-LITERACY.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-LITERACY.WHST.6-8.2.A
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories as appropriate to achieving purpose; include formatting (e.g., headings),
graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.WHST.6-8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.

This unit addresses the following common core listening and speaking standards:
CCSS.ELA-LITERACY.SL.7.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.5
Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
Understanding(s): Essential Question(s):
Students will understand that What is terrorism?
terrorism has profound effects on a wide What is a revolutionary force?
range of citizens. How does terrorism impact every day life?
terrorism changes the course of a countrys How can countries deal with terrorism and
history. conflict?
terrorists and paramilitary groups believe How do terrorist and paramilitary groups start?
that what they are doing is right. How do terrorist and paramilitary groups gain
lack of education can perpetuate terrorism power?
and conflict. Why do people join violent groups?
isolating radical groups further radicalizes
said group.
some conflicts can be ended through non-
violent means.
Students will know Students will be able to.
What key knowledge and skills will students What should they eventually be able to do as a
acquire as a result of this unit? result of such knowledge and skill?
the geographical features of Peru explain the features of three main geographical
how geography impacted the development regions
of culture in Peru predict and identify patterns of development in
a long history of inequality led to the each region verbally and in writing
creation of radical terrorist groups in Peru compare and contrast treatment of people in
Groups recruited and maintained power urban vs rural areas
through a combination of fear and describe the tactics of the Shining Path and
propaganda MRTA and analyze propaganda posters
the state is capable of carrying out acts of compare and contrast the violent acts of the
terrorism Fujimori government with the violent acts of the
responses to terrorism can either escalate MRTA and the Shining Path
or deescalate the problem. evaluate an existing peace plan and create their
own suggested peace plan

Stage 2 Assessment Evidence

Performance Task(s): Through what Other Evidence: Through what other evidence
authentic performance tasks will students (e.g., quizzes, tests, academic prompts,
demonstrate the desired understandings? observations, homework journals) will students
By what criteria will performance of demonstrate achievement of the desired results?
understanding be judged? How will students reflect upon and self-assess
Do Now Questions: in writing and/or their learning?
verbally, students build on previous
knowledge. Daily prompts allow for reflection and
Debating and taking a stand students connections to other topics
state their perspective and must back it up Informal checks for understanding occur
with evidence regularly
reading comprehension monitored Exit tickets, homework, and reflection
through note taking activities and assignments function as formative assessments
discussions and allow for students to self-monitor.
Class discussions informally monitor Final Assessment: Differentiated Project:
student mastery of concepts Option 1: Create a peace plan for a fictional
country using ideas learned throughout unit as
examples
Option 2: conduct research on a different
country experiencing conflict and create a poster
or presentation comparing and contrasting that
with the experiences of Peru.
Stage 3 Learning Plan
Learning Activities: What learning experiences and instruction will enable students to achieve
the desired results? How will the designhelp the students know where the unit is going and
what is expected? help the teacher know where the students are coming from (prior knowledge,
interests)? hook the students and hold their interest? equip students, help them experience the
key ideas and explore the issues? provide opportunities to rethink and revise their
understandings and work? allow students to evaluate their work and its implications? be tailored
to the different needs, interests and abilities of learners? be organized to maximize initial and
sustained engagement as well as effective learning?

This unit begins by asking students to imagine themselves in scenarios very similar to those that
occurred in Peru, yet allows students to envision these circumstances occurring in their own
neighborhoods. This will draw students into the material by relating the situation to their lives and
experiences. From there, the unit provides basic yet essential geographical and historical
background of Peru to create context for the events that occurred in the era of terrorism. Every
day begins with an opening question, in the form of a Do Now, that either builds on prior
knowledge, reviews content from previous lessons, or anticipates what will come in the lesson to
follow. Each lesson closes by reviewing an important point from that days lesson or checking for
understanding. The unit moves from general history of Peru to the conditions in which terrorist
groups emerged and began to take power. Students compare and contrast the goals and tactics
of both groups and use various resourcesreadings, websites, personal narratives,
documentaries, photos, propaganda posters, graphic literature, and othersto gain information
about the groups and their impacts. Students are provided regular support through this process
with graphic organizers, note-taking charts, vocabulary assistance, and the ability to work with or
check in with partners or small groups. After learning about the patterns of the terrorist groups in
Peru, students will learn about President Fujimoris hardline, violent response to terrorism, which
will open a discussion as to what constitutes terrorism and who can be responsible for it. Finally,
the unit allows for extension opportunities in which students learn about other conflict and terror
zones, including the government response to such issues. The final project is differentiated,
providing students a choice in the process and product while accomplishing the same learning
objectives.
Theselessonsaredesignedfora7thgradeSocialStudiescoursewith60minuteperiods,butcan
beadaptedfordifferenttimeframesandgradelevels.

Day1:Introduction

Materials:
Teacher:ProjectororSmartBoard,Agree/DisagreeContinuumSigns
Students:ScenarioHandout,Notes

Procedures:
Opener(5min):DoNow:Howoftendoyoutakeastandforwhatyoubelievein?Writedown
yourideasinyournotes.

Body:
1.Scenario#1(15min):PassoutandprojectScenario#1only.
Readthroughittogether.Askstudentstothinkaboutwhattheywoulddoandwhy.
Displaythestatement:Iwouldjointhegrouptohelpmyneighborhood.
Studentsmustdecideiftheyhowstronglytheyagreeordisagreewiththisstatement.
Selectabout34volunteerstostandinthefrontoftheroomalongacontinuum(denoted
withthewordsStronglyAgreeatonesideandStronglyDisagreeontheother.Place
achairorotheriteminthemiddleifstudentscannotbeundecided).Haveeachone
explainwherehestandsandhisreasoning.

2.Scenario#2(15min):RepeattheaboveprocedureswithScenario#2

3.Scenario#3(15min):RepeattheaboveprocedureswithScenario#3

Closure(10min):
UnitOverview:Brieflyexplainthatforaperiodofabout20yearsbeginningin1980,situations
verysimilartothesescenarioshappenedtonormalpeoplethroughoutPeru.Inthecoming
weeks,theunitwillcoverTheShiningPathandtheMRTAbylookingathowthese
groupsbegan,howtheygainedpowerandhowtheyterrorizedthecountry.In
orderto beginlearningaboutthis,theunitwillbeginbylookingatgeographyandhistory
ofthe countytoprovidecontextforhowandwhythesegroupsdeveloped.

____________________________________________________________________________
Day2:PerusGeography

Materials:
Teacher:
Students:GeographyOrganizerandQuestions,PeruTravelMap(Printoutoroncomputers
http://www.peru.travel/enus/aboutperu/locationgeographyandclimate.aspx)

Procedures:
Opener(3min):DoNow:Thinkbacktoyesterdayslesson.Ifyourlifewereindanger,would
youstillstandupforwhatyoubelievein?

Body:
1.Review(2Min):Gooverthemainideasofwhatwasdiscussedyesterday.

2.MapofPeru(25minutes):Individually,studentswillstudythemapsandgeographical
informationaboutPeruonthewebsitebelow(thiscanalsobeprovidedasahandoutif
computersarenotavailable.)Theywilltakenotesfocusingonclimateandlandformsona
graphicorganizer.
http://www.peru.travel/enus/aboutperu/locationgeographyandclimate.aspx

3.DevelopmentPatterns(25minutes):Inpartnersorsmallgroups,studentswillusethe
informationtheygatheredtoansweraseriesofquestionsaboutthedevelopmentofculturesin
Peru.

Closure(10min):
HowdidgeographyimpacthowpeopleliveinPeru?Goovertheworksheetquestionsasa
followuportodirectstudents.Takesuggestions.Explainthevarioustraditionsthatdeveloped.
Highlightthemannerinwhichthegeographycreatesseparationbetweenandisolationfrom
variousculturesinPeru.

___________________________________________________________________________
Day3:PerusHistory

Materials:
Teacher:BriefHistoryofPeruPrezi:https://prezi.com/wsu8e6uwdrks/abriefhistoryofperu/(createa
freeaccounttoPrezi,thenclickonthelink)
Students:MajorErasofHistoryChart,Urbanvs.RuralNoteChart

Procedures:
Opener(10min):DoNow:Whyaresomeneighborhoodsinyourcitynicewhileothersare
bad?Writedownideasandbepreparedtoshare.
Takesuggestions.Besuretomentionthatareasandtheirreputationsdevelopovertime,
andthathistoryshapesthecharacteristicsofanarea.

Body:
1.ThreeMajorErasofHistory(20min):Passoutthenotechart.Studentstakenotesonthe
Prezicoveringmajorerasofhistory:Indigenous,SpanishConquest,andModern.(Thisismeant
asaverygeneraloverview).https://prezi.com/wsu8e6uwdrks/abriefhistoryofperu/
2.Inequality(25min):Turntotheothersideofthehandout.Passoutareadingexplainingthe
conditionsinurbanandruralareasinthe1970sand1980s.Studentscompletethechart
comparingandcontrastingtheareasinregardtotypesofjobs,educationandlanguage,
representationingovernment,accesstoservices,etc.

Closure(5min):
Reflectionquestion:HowdoyouimagineitfelttobeanindigenouspersonlivinginPeruinthis
time?Callon23studentstosharetheirideas.
_____________________________________________________________________________

Day4:HowtheMovementsEmerged

Materials:
Teacher:DoNow
Students:WhatandWhenOrganizer;321ExitTicket;andexcerptsfrom:
TheRagingWithin:IdeologicalTerrorismbySamuelKatz(p.5458fromthebeginninguntil
theendofthesectionTheShiningPathTacticsuseforslowerworkersandlowerlevel
readers)
PerusMRTAbySusanBaer(p.47;p.1113useforfasterorhigherlevelreaders)

Procedures:
Opener(10min):DoNow:Howdorevolutionsbegin?Discussyourideaswithaneighbor.
Shareideasasaclass.

Body:
1.Introtolesson(5min):Explainthattodayslessonwillfocusonatimewhenviolent
revolutionariestriedtotakeoverPeru,startingwithhowthegroupsbeganandhowtheygained
power.Splitstudentsinto2groups.GroupAShiningPathReading;GroupBMRTAreading

2.GroupReadingsandNotes(35min):Passoutthereadings.GroupAgetsexcerptsfromThe
RagingWithin:IdeologicalTerrorismbySamuelKatzandGroupBgetsexcerptsfromPerus
MRTAbySusanBaer.Studentscanreadandtakenotesindividuallyorwithapartnerwiththe
sametext.

Closure(10min):
ExitTicket:Listthreethingsyoulearned,twothingsthatpoppedintoyourhead,andone
questionyoustillhave.

Day5:HowtheMovementsEmergedContinued

Materials:
Teacher:ClassroomTimeline(createonthesmartboardormakeaphysicalversiontohangaroundthe
room)
Students:WhatandWhenOrganizers(completed);VennDiagram

Procedures:
Opener(5min):DoNow:Shareonethingyoulearnedyesterday.(Passbackyesterdaysexit
ticketsasstudentsshare).

Body:
1.Timeline(30min):Studentswilltitleanotepage:MovementTimeline.Theywilldrawa
verticallinedownthecenterofthepage.TheleftsidewillbelabeledShiningPathandthe
righthalfwillbelabeledMRTA.Startinthe1960s.Askstudentstogooveryesterdaysnotes
andsharewhathappenedthen(beginningofSP).Addthistothetimelineinnoteform.Asthe
studentsmaketimelinesfortheirnotes,theteachermakesalargertimelinetohangonthe
classroomwalls.

2.Compare/Contrast(20min):PairupstudentsfromGroupAShiningPathandGroupB
MRTA.PassoutablankVennDiagram.Studentswillcompleteinpairsorgroupsoffour.

Closure(10min):
Shareout:12similaritiesbetweenShiningPathandMRTA;12majordifferences

Day6:MRTATactics
Materials:
Teacher:Notesonboardforeachgroup
Students:Notebooks;ReflectionExitTicket;ReadingsonkidnappingsprintedoutORcomputersfor
articles
NOTE:SeveralarticlesareinSpanish.IfanEnglishversionisneeded,thepagecanbetranslated
electronicallyandprintedout.Errorswillneedtobemanuallyfixed.

1.HectorDelgadoParker
OrlandoSentinel1989shortannouncementaboutthekidnapping
http://articles.orlandosentinel.com/19891005/news/8910052477_1_kidnappingrevolutionary
movementcommunicationsissues
AgendaPaisOverviewofkidnappingandrelease(Spanish)http://www.agendapais.com/?p=27117

2.CuzquenCabreraCase
LaRepublicaElCasodeCuzquenCabrera/TheCaseofCuzquenCabrera)threefamilymembers
executedbyMRTA(Spanish)
http://larepublica.pe/17082003/lossecuestrosdelmrtaprisionymuertepordinero
3.KidnappingOverview
NewYorkTimes1992useforadvancedreadersormodify
http://www.nytimes.com/1992/07/24/business/kidnappingandtaxestransformguerrillainc.html?
pagewanted=all

4.AlfonsoMunezOrodonez
UnitedPressInternational1993useforlowlevelreaders
http://www.upi.com/Archives/1993/10/11/Peruvianrebelsfreebusinessmanafterfamilypays
ransom/6938750312000/

5.DavidBallonVera
LaRepublicaransompaidandvictimstillkilled(Spanish)INTRODUCTIONParagraph
https://translate.google.com/translate?hl=en&sl=es&u=http://larepublica.pe/17082003/lossecuestros
delmrtaprisionymuertepordinero&prev=search
PanamPostinterviewwithBallonVerasdaughter.Excerptsectionaboutthekidnapping.
https://panampost.com/rebecamorla/2015/04/28/ruthieballonperusvictimsofterrorismhavebeen
ignored/

Procedures:
Opener(5min):DoNow:Ifyouwanttochangesomething,howdoyougetpeopletoagreewith
youandjoinyourcause?

Body:
1.Review(5min):GooverMRTAgoals,andhowitwentfrombloodlesstoviolent.

2.KidnappingsandExecutions(25minutes):Dividestudentsinto35groups.Assigneach
groupaMRTAkidnappingorattacktolearnabout.

3.Share(20min):eachgrouphasabout5mintosharethemainpointsofwhattheylearnedto
theclass.Studentsandteacherstakebriefnotesastheylisten.

Closure(10min):
Reflection Exit Ticket: Why did people join the MRTA? Why didnt people opposed to violence
try to stop the MRTA? Write a short reflection explaining your answers to these questions.

Day7:TheShiningPathTactics

Materials:
Teacher:NationalGeographicStateofFear:TheTruthAboutTerrorism
Students:Notebooks

Procedures:
Opener(5min):DoNow:WhatwerethegoalsoftheShiningPath?Checkyournotestoanswer
thisquestion.

Body:
1.StateofFearClips(35min):Pauseperiodicallytoanswerquestionsorclarifymainpoints.
Asstudentswatch,theytakenotesonhowtheShiningPathgainedpowerandrecruitedmembers
aswellastakingnoteofanythingthatstandsouttothem.
StartatthebeginningtoreinforcetheideologyandtherisetopowerofTheShiningPath
Ifreinforcementisunnecessarybeginat8:4522:35
Play38:2043:55

2.ClassDiscussion(10min):Afterviewing,usethefollowingquestionstoguidediscussion.
Whatstandsouttoyou?Why?
Whatquestionsdoyoustillhave?
HowdidtheShiningPathstarttakingpower?
Howdidtheyrecruitnewmembers?

Closure(10min):
Exit ticket: Summarize the tactics of the Shining Path in one paragraph.

____________________________________________________________________________

Day8:TheShiningPathTacticsandImpactPartI

Materials:
Teacher:CommunismVocabularyPreview
Students:CommunismVocabularyNoteChart;JesusCossiosGraphicLitMassacresanda
MonologueandMatanzadeUchuraccay(BarbarieforSpanishspeakers)

Procedures:
Opener(5min):DoNow:Whatdoesequalitymeantoyou?

Body:
1.Background(15min):Reviewrelevantvocabularyandcontextinformationusingthe
CommunismVocabularyNoteChart.

2.CossioGraphicLiterature(30min)Splittheclassintotwosections.(Note:Thereissome
profanityinthesereadings.)
OnesectionwillreadAShiningPathofBlood:MassacresandaMonologue
http://www.wordswithoutborders.org/graphiclit/ashiningpathofbloodmassacresanda
monologue
TheothersectionwillreadMantanzadeUchuraccay
EnglishVersion
http://jesuscossiocomics.blogspot.com/2014/05/matanza-de-uchuraccay-english-
version_28.html
ForSpanishSpeakersBarbarie:ViolencaPoliticaenPeru,19851990
http://lum.cultura.pe/cdi/sites/default/files/rb/pdf/merged.compressed__%28p119%29.PDF

Studentscanreadtheirgraphicliteratureinpairs.Astheyread,theycanlookupunfamiliar
words.However,remindthemthattheycangettheimportantpointsthroughtheusingwords
theyknowandfocusingontheimages.

Closure(10min):
Withyourpartner,youneedtochoosetwoframesofthestory.
1.Whichisthemostimportant?Why?
2.Whichisthemostsurprising?Why?
Makeanoteofthisinyournotebooksandthiswillbesharedtomorrow.

Day9:TheShiningPathTacticsandImpactPartII

Materials:
Teacher:CossioGraphicLiteraturetoprojectonthescreen;Agree/Disagreesignsoneachsideofthe
classroom
Students:Notebookswithnotesfromyesterdaysclass;JesusCossiosGraphicLitMassacresanda
MonologueandMatanzadeUchuraccay(BarbarieforSpanishspeakers)

Procedures:
Opener(5min):DoNow:Reviewyourgraphicliteratureandyournotesfromyesterday.Which
framedidyouchooseasthemostimportant?Whichframedidyouchooseasthemost
surprising?Writedownanyadditionalideasandbepreparedtoshare.

Body:
1.PrepandStory1Summary(5min)StudentsshouldmakeaTChartintheirnoteswiththe
titleShiningPath.OnecolumnwillhavetheheadingTacticsandtheothercolumnwillhave
theheadingImpact.Theteacherwilldisplaythefirstgraphiclitstoryandgiveabrief
summaryoftheplot.

2.Story1StudentChoices(15min)Studentswhoreadthefirststorywillbecalleduponto
sharetheirchoiceforMOSTIMPORTANTframe.Theymustalsosharetheirreasoning.Other
studentswilltakenotesontheirTChartastheylisten.Next,shareMOSTSURPRISINGframes.
3.Story2Summary(5min)Displaythesecondgraphiclitstoryontheboardandquickly
reviewtheplot.

4.Story2StudentChoices(15min)Studentswhoreadthefirststorywillbecalleduponto
sharetheirchoiceforMOSTIMPORTANTframe.Theymustalsosharetheirreasoning.Other
studentswilltakenotesontheirTChartastheylisten.Next,shareMOSTSURPRISINGframes.

Closure(15min):
Agree/DisagreeContinuum
AgreeispostedononesideoftheboardandDisagreeispostedontheother.Studentshear
astatement.Then,callonafewtostandonthecontinuumandjustifytheiranswer.
Statements:
a.TheShiningPathwasfightingforbestinterestsofworkingclasspeople.
b.PeopleintheShiningPathhadachoicewhetherornottojoin.
c.ItwasworthwhiletostandupagainsttheShiningPath.

____________________________________________________________________________

Day10:TheShiningPathMessaging

Materials:
Teacher:PropagandaPrezihttps://prezi.com/ourlov61h9/theshiningpath/
Students:ShiningPathPropagandaImages(45groups),AnalysisNoteChart

Procedures:
Opener(5min):DoNow:Whatispropaganda?

Body:
1.PropagandaPrezi(10min):https://prezi.com/ourlov61h9/theshiningpath/
First,definepropaganda,thenreviewtheprocessofanalysis:Lookforwhatishighlightedand
whatisinthebackground;colorchoices;text;etc.
DisplaytheShepardFaireyHopeimageandaskstudentstoexplainwhattheysee.
Whatisthepurposeofthisimage?Isiteffective?Whyorwhynot?

2.MessageAnalysis(20min):Dividestudentsintofourgroups.Passoutanimageandanalysis
chart.

3.SharingIdeas(20min):Projectthecorrespondingimageasgroupsharestheiranalysiswith
theclass.

Closure(5min):
ExitTicket:HowdidtheShiningPathspreadtheirmessage?Doyouthinktheirmethods
worked?Whyorwhynot?

Day11:ANewPresident

Materials:
Teacher:NewPresidentPrezihttps://prezi.com/vdigvcagacd/FallofFujimoriDocumentary(available
onyoutube)
Students:PresidentialRace1990RoleCards

Procedures:
Opener(5min):DoNow:HowcouldtheShiningPathandMRTAbestopped?

Body:
1.NewPresidentPreziIntro(10min):Reviewtheresponseofthecurrentgovernmenttothe
terrorismandintroducethecandidatesinthe1990race.https://prezi.com/vdigvcagacd/

2.MockElection(25min):
Passoutrolecards.Ruralandurbanpoorshouldoutnumberurbanmiddleandupper
classbyabout2:1.Allowstudentsabout3minutestoreviewtheircards.
Studentsplayingthecandidateswillgiveaspeechwiththeirgoalsandpromisesas
voterstakenoteofwhichcandidatetheylikebetterbasedontheirrolecards
information.
Allowcandidatestocampaign.Theirrolecardsgiveinstructionsonwhotheycantalk
todirectly.
Voteandrevealrealresults
WhydidFujimoriwintheelectionwithsomuchsupport?Whatdoyouthinkhedidnext?

Closure(5min):
FallofFujimori(3:017:00)playthissegment,whichreviewstheproblemsbeforetheelection
andhowFujimoriwon.

Day12:FujimorisTacticsPartI

Materials:
Teacher:FallofFujimoriDocumentaryClips
Students:Notebooks

Procedures:
Opener(5min):DoNow:HowdoyouthinkPresidentFujimoriaddressedterrorism?Doyou
thinkhewassuccessfulornot?
Body:
1.FallofFujimoriClip1(10min)PlayClip11:0014:05(Note:Thisclipincludesgraphic
imagesofterrorvictimsjuxtaposedwithpropagandaandgroupsmarching.Theclipcanbe
startedat12:10inordertogetthemessagewithouttoomuchgraphicimagery.)Afterviewing,
askthefollowingquestions:
AccordingtoFujimori,whydidpeoplebuyintothemessageoftheShiningPathandMRTA?
WhataresometacticsFujimoriplannedtousetostopthem?

2.FallofFujimoriClip2(15min)PlayClip42:3055:25(JapaneseEmbassyHostageCrisis
andFujimorisresponse).Afterviewing,askthefollowingquestionsandmakesurestudents
haveanswerstothelasttwocomprehensionquestionsintheirnotesbeforemovingon:
Howdidyoufeelwatchingthisclip?(Callonafewvolunteersoraskforeveryoneto
shareoneword)
WhydidtheMRTAtakeovertheembassy?Whatdidtheyhopetogain?
Howlongdidthehostagesituationlast?

3.Classdiscussion(20min)Guidingquestions:Didthegovernmentrespondproperly?Could
thegovernmenthavefoundadifferentsolutiontotheproblem?AlltheMRTAmemberswere
killed,andallbutonehostagesurvived.DoesthisjustifyhowmanyMRTAmemberswere
killed?

Closure(10min):
ExitTicket:DidPresidentFujimoridotherightthinginresponsetotheJapaneseEmbassy
HostageCrisis?Explainyourreasoninganduseevidencefromthevideo.
__________________________________________________________________________

Day13:FujimorisTacticsPartII

Materials:
Teacher:FallofFujimoriDocumentaryClips
Students:Notebooks;Baerp1417and2125;Katzp.5859

Procedures:
Opener(5min):DoNow:Inyourownwords,whatisterrorism?

Body:
1.FallofFujimoriClip1(10min)Playfrom22:4727:10(FujimorisSelfCouptoend
oppositioninthelegislatureandjudiciaryofgovernment).Afterviewing,askthefollowing
questions:
WhatdidthePresidentdo?
Whatreasondidhegivefortakingthisaction?
Howdidthepeoplerespond?
DidFujimoridotherightthing?
2.FallofFujimoriClip2(5min)Playfrom27:3028:50(militarycourtswith
hooded/facelessjudges)Afterviewing,askthefollowingquestions:
Whatisyourreactiontoseeingthejudgeswearingblackhoods?
WhydidFujimoridothis?
Canthisbeinterpretedadifferentway?
Doyouagreewithhischoice?

3.FallofFujimoriClip3(10min)Playfrom30:0035:45(Lossofindividualrightsinorder
totargetterrorists/prisonconditions)Afterviewing,askthefollowingquestions:
Inthisclip,whatdidyouobservethearmydoing?
Doyouagreewiththeiractions?
WhydidFujimorilockupGuzmanashedid?

4.RepentanceLawReadings(20min)Readingcanbedoneindependentlyorasawholeclass.
Ifitsindependent,giveKatzp.5859tolowerlevelreadersandBaerp1417tohigherlevel
readers.Ifitsawholeclassreadaloud,provideBaerp.1417andp.2115tothestudents.

5.Discussion(iftime)QuotefromMRTAbySusanBaerp.23:PresidentFujimoriand
manyPeruviancitizensfeltitwasworthjailingsomeinnocentpeopleaslongastheterrorists
gotconvictedaswell.Doyouagreeordisagreewiththis?Why?(Discussion)

Closure(5min):
Pass out and explain homework
PresidentFujimoriandmanyPeruviancitizensfeltitwasworthjailingsomeinnocentpeopleaslong
astheterroristsgotconvictedaswell.(Baer,23)Doyouagreeordisagreewiththis?Writeanargument
paragraphinwhichyoutakeapositionandsupportyourargumentwithevidence.

Day14:ImpactonPeruvians

Materials:
Teacher:none
Students:ReflectionJournal;Computersandaccesstohttp://theshiningpathworkstudy.weebly.com/

**NoteaboutWeeblysite:IambuildingthissiteasIcollectmemoriesfromPeruviansabout
theirexperienceswiththeMRTAandtheShiningPath.Hopefully,itwillcontinuetoexpand
overtime.

Procedures:
Opener(10min):DoNow:Lookoveryourhomeworkparagraph.Bepreparedtoshareyour
answerifcalledupon.

Body:
1.IntrotoWebsite(5min):Explainthatthewebsitecontainsmemoriesandstoriesfrom
Peruvianswholivedthroughtheerathatrecentlysharedtheirexperiences.Italsoincludeslinks
toarticlesandinterviewswithsurvivors.Thestudentsmustexplorethewebsiteandread
accountsthatgrabtheirattention.Theymustrespondandreacttoatleasttwoitemsonthe
website.Modelhowtolookuptheregionandclimateofwherethememorytookplace.

2.Exploration(35min):Asstudentsbrowsetheresources,theywilltakenotesandmake
commentsintheirreflectionjournals.

Closure(10min):
Sharing:Whichstorymadethestrongestimpressiononyou?Why?Allowstudentstoask
questionsandaddotherideas.

Day15:Terrorvs.Government

Materials:
Teacher:WhiteboardandMarkers;Agree/DisagreeContinuumSignsonBoard
Students:Notebooks,Materialsfromtherestoftheunit

Procedures:
Opener(15min):DoNow:DuringtheeraofterrorisminPeru,whodoyouconsidertobe
responsibleforthemajorityoftheviolence?
Allowstudentstoshareideas.Takenotesonboardincategoriesasstudentsbringthemup:
ShiningPath,MRTA,Army/Government

Body:
1.Agree/Disagree(15min):Studentswillhearcomments,decidehowstronglytheyagreeor
disagreeandafewwillbecalleduptostandaccordinglyalongtheagree/disagreecontinuum.
Theymustalsosharetheirreasoning,andtheycanadjusttheirpositionifsomeoneelseslogic
changestheirthinking.Possiblestatements:
.TheFujimorigovernmentrespondedappropriatelytotheterroristsinPeru.
Thegovernmentand/orarmycannotbeterrorists.
TheactionsoftheterroristsandtheFujimorigovernmentcannotbecompared.

2.Solutions(15min):Howelsecouldthisproblemwithterrorhavebeensolved?Thinkofthe
reasonswhypeoplestartedandjoinedthegroups.Thinkofthereasonswhythesegroups
becamepowerful.Withyourneighbor,discussalternatesolutionstotheproblemofterrorthat
avoidfurtherviolenceorrightsviolations.Listyourstepsandbepreparedtoshare.

Closure(15min):
Sharing:Callonpartnerstosharetheirideas.Takenotesontheboardandstudentsaddtotheir
listsofideas.
ExtensionLessonsandConnectionsConflictandTerrorAroundtheWorld

Additionallessonscanbeincludedatthispointtocompareandcontrastterrorandconflictin
variouspartsoftheworld.

Colombia
InthecaseofColombia, a brief history can be given and students can compare/contrast tactics,
specifically kidnapping, after listening to This American Life 409: Held Hostage, Captive
Audience. https://www.thisamericanlife.org/radio-archives/episode/409/held-hostage
They can also listen to This American Life 575: The Poetry of Propaganda Guerilla Marketing
to learn of a different and creative tactic to employed in decommissioning a violent group.
https://www.thisamericanlife.org/radio-archives/episode/575/poetry-of-propaganda
With recent developments, students can also learn about the peace process and changes in the
peace deal.

Northern Ireland
The case of Northern Ireland can be used as another example of a successful, yet ongoing, peace
process. The conflict and violence arises out of a desire from those who identify as Irish to gain
independence from British rule while the other half of the population prefers to remain part of
the UK. Comparisons can be found in that a demographic that felt unrepresented by its official
leaders resorted to violence to make their voices heard. Additionally, a peace accord was reached
in the 1990s with the help of a neutral moderator, and this process can be used to show students
how to end a conflict without adding to violence. The Cain Web service is an excellent resource
for information on Northern Ireland. http://cain.ulst.ac.uk/

Education and Extremism

In order to display the link between lack of education and indoctrination into extremist groups,
the case of child suicide bombers can be presented. VICE Season 1, Episode 1: Killer Kids
can be found on hbogo and youtube. Though it is quite graphic and violent, it an effective source
for mature classrooms.

Final Assessment:
Objectives- SWBAT
display geographical features and locations of violence
identify major issues in terror or conflict zones
determine which approaches will escalate and which will deescalate violence

Option 1:
Students are given information on a fictional terrorist group in a fictional country. A basic
overview is provided, but a timeline of events or fictional newspaper articles could be added to
make this a dossier of information for an incoming president or neutral diplomat to evaluate.
Students will create a plan to combat terrorism and to start a path to peace for the fictional
country, citing examples from Peru and countries discussed in extension lessons.

Option 2:
Students will create a poster or presentation on another conflict zone or terrorist organization.
Students will compare and contrast this situation with that of Perus Shining Path or MRTA.