1. Card Sort (at end of PowerPoint ) Video clips:
Humanities Faculty PPT front page: NB. There must be detailed procedural instructions on each slide as relevant
Author/s: HBL/LVA
Big question & Intended Learning Outcomes:
Key Knowledge:
Key Skills and questions
Big Question:
How extreme is extreme?
Enquiry into what we might consider to be extreme and what we might consider to be reasonable.
define extreme and extremism.
describe an extreme and/or reasoned response.
analyse an example of extremism.
evaluate whether Frances actions were extreme or reasonable.
Definitions of ‘extreme’ and ‘extremism’.
Describe – what they consider to be an extreme response.
Analyse – an example of extremism i.e. the Paris attacks in November 2015.
Evaluate – France's response to the Paris attacks, was it extreme?
Differentiation:
Resources:
Card Sort – more challenging scenarios identified as ‘CHALLENGE’.
Video Clips: give visual stimulus.
Teacher questioning.
Newspaper articles – select appropriate for your class/individuals within your class.
Scaffolding for writing task and key words provided.
Card Sort (at end of PowerPoint )
Video clips:
Newspaper articles on the Paris attacks.
Notes:
See notes on each slide to take you through the lesson.
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

2. Do Now Create a list of ideas on how these images may be related.
Write today’s date in full
PLANNERS ON THE DESK
Do Now Create a list of ideas on how these images may be related.
Image from extreme ironing world championships
Image of tornado:
Image of extreme riding. See
Image of extreme fishing. (image 15)
Image of extreme skateboarder
Image of extreme haircut
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

3. Do Now Create a list of ideas on how these images maybe related.
Write today’s date in full
PLANNERS ON THE DESK
Do Now Create a list of ideas on how these images maybe related.
Extreme Ironing
Extreme Weather
Extreme Riding
Extreme Fishing
The images all show examples of what we might mean by the word ‘extreme’.
Extreme Haircuts
Extreme Sports
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

4. What makes something extreme?
2 Minutes…
Invite pupil’s own ideas at this stage of what they think makes something extreme.
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

5. Copy the definitions for extreme and extremism in to your book.
Extreme - going to the utmost or very great lengths in action, habit, opinion.
Extremism - the holding of extreme political or religious views
Government’s Definition of Extremism: the vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
Copy the definitions for extreme and extremism in to your book.
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

6. How extreme is extreme? Success Criteria Learning Objectives:
Can I define extreme and extremism?
Can I describe an extreme and/or reasoned response?
Can I analyse an example of extremism
Can I evaluate whether France's actions were extreme or reasonable?
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016

7. You have been given a pack of cards
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016
You have been given a pack of cards
Sort your cards into two piles
Extreme
Reasonable
The case studies in some cases are based on factual events but names/dates have been changed.
You should also ask pupils to challenge each other’s views where they differ and present an alternative argument.
In the feedback pupils need to be able to JUSTIFY their choices about whether they view the actions as extreme or reasonable.
Can I describe an extreme and/or reasoned response?

8. Does anyone agree/disagree? of the success criteria?
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016
Feedback
What are your thoughts?
Does anyone agree/disagree?
Have we met this part
of the success criteria?
Success Criteria: Unistructural
Can I recall a belief?
Can I describe an extreme and/or reasoned response?

9. Watch the video and be prepared to answer the following questions…
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016
Watch the video and be prepared to answer the following questions…
What happened in France? Who were the victims? What actions did the attackers take?
Who is to blame? Why did they attack?
This shows footage from CCTV News in America/Sky News of the November Paris attacks and the aftermath. Watch the clip (4.49 minutes) and then ask pupils to sum up what happened in France, consider who the victims were, who might be to blame, what actions the attackers took, and why they attacked. Be prepared to challenge misconceptions and correct inaccuracies.
Can I analyse an example of extremism

10. Project: Extremism and terrorism as reported in the media
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016
How did France respond?
Watch the video and then read through your newspaper articles…
How did France respond? Was is reasonable or extreme?
***Top Tip*** Refer back to your keywords to help you.
High level answers always consider both sides of an argument.
France responded to the attacks by…
I think France’s response was reasonable/extreme because…
Someone may disagree with me because… An alternative response could have been…
Again – watch the clip which outlines France’s response to the Paris attacks (4.46 Minutes).
There are also 2 newspaper articles about the Paris attacks – select the most appropriate for your class/individuals within your class.
Pupils are going to consider whether France’s response was reasonable or extreme.
Encourage pupils to consider what France chose to do in response, and whether it was justified.
Also consider what, if anything, is different between the actions France took and the attacks on Paris – does it matter that France’s actions were against specific military targets as opposed to deliberately targeting innocent civilians? What are the consequences likely to be following France’s actions? Does this make a difference?
Can I evaluate whether Frances actions were extreme or reasonable?

11. CHALLENGE: A soldier is hacked to death while off-duty near his barracks in Oxford. Two British men said they wanted to get revenge for murders of Muslims by British solders.
A group of girls are kidnapped from their boarding school by men who intend to rape them and force them to become their brides.
A group of young doctors join in a large peaceful march through London to protest about changes the government is making to their contracts.
A group of animal rights protestors set free 6,000 mink from a fur farm in the New Forest. Local people say this is a threat to the survival of other animals in the New Forest and surrounding area.
CHALLENGE: A group of Christians stand silently outside a LGBT conference in London – they have signs which say ‘Burn in Hell’ and ‘Repent Sinners’. People who are attending the conference are upset by the signs.
A group of pupils in a Portsmouth school disagree with the changes to their school day. These changes make the school day longer. They plan to get parents and pupils to sign a petition and take it to the Headteacher.
Two brothers attack the offices of a magazine, killing 12 people, including two police officers. They do this because they are offended by something the magazine has printed.
A group of pupils in a Portsmouth school who disagree with the changes to their school day meet to decide how to disrupt a Whole School Assembly. They plan to storm into the Assembly and throw paint and flour at the Headteacher.
A university has raised the fees they charge students. To protest about this a group of students all sit down in the main entrance to the university, making it almost impossible for anyone to get in our out (a ‘sit in’) They boo any student or teacher who tries to enter or leave.
CHALLENGE: In one country, black people were kept apart from white people and treated badly. They had worse housing, education and jobs. A group of black protesters wanted to change the system. They started a campaign to bomb government buildings. They tried to avoid killing humans if possible.
A woman who is campaigning against discrimination she is suffering in her workplace decides to protest by throwing herself in front of the horse which is the favourite in the Grand National race. She sends a letter to a national newspaper explaining that she wants people to know about the problems with racism and sexism in society.
CHALLENGE: Fox hunting has been banned but a group in Hampshire still meet for ‘drag hunts’ where hunters track a scent that has been laid. A hunt saboteur believes this type of hunt often results in foxes being killed. He tells the leader of the hunt that he will deliberately lay traps in the forest to bring hunters off their horses.
The case studies in some cases are based on factual events but names/dates have been changed.
You should also ask pupils to challenge each other’s views where they differ and present an alternative argument.
In the feedback pupils need to be able to JUSITFY their choices about whether they view the actions as extreme or reasonable.
Ask them to consider whether it matters what the cause is e.g. if it is for the ‘greater good’, such as preventing extreme discrimination, does that make it more acceptable?
Project: Extremism and terrorism as reported in the media. School: Priory School, Hampshire. Date: September 2016