Idaho Social Studies 9-12.US2.43
The Standard
Evaluate the motivations behind domestic and non-state aligned terrorism, assess governmental responses including those after September 11, 2001, and analyze the causes, progression, and aftermath of the War on Terror in Afghanistan and Iraq.
Idaho Content Standards: K-12 Social Studies · Globalization, Information Technology, Terrorism, Political and Social Polarization 1992- Present
Teacher's field guide
What This Standard Means
What Students Need to Do
- Use evidence to compare the motives of domestic attackers and terrorist groups not directed by governments. Explain U.S. security responses and trace the separate causes, major turns, and effects of the wars in Afghanistan and Iraq.
What Mastery Looks Like
- Students distinguish the Taliban’s sheltering of al-Qaeda from Iraq’s alleged weapons stockpiles, which were not found. They explain privacy concerns about expanded surveillance and identify the Taliban’s return in Afghanistan and Iraq’s prolonged insurgency.
Common Misconceptions
- Students may wrongly say Iraq carried out 9/11 or treat the Taliban and al-Qaeda as the same group. They may assume every domestic attack has the same motive or that every post-9/11 policy began at the same time.
How to Assess It
- Exit ticket: Contrast one motive behind the Oklahoma City bombing with al-Qaeda’s motives for 9/11. Give one stated reason for each invasion and one long-term effect of either war.
Lesson moves
Ways to Teach It
Pairs build parallel timelines with cards for 9/11, Afghanistan’s 2001 invasion and 2021 Taliban return, Iraq’s 2003 invasion and 2014 ISIS offensive.
Read FBI pages on Oklahoma City and 9/11, then write one difference in attackers’ motives and one limit of those pages.
Match cards labeled 2001 AUMF, Patriot Act, and Department of Homeland Security to military action, surveillance, or federal coordination; explain each match.
Examine a photo of a TSA checkpoint; explain how federal airport screening after 9/11 affects travelers today.
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