Responding to Terrorism in the US Current Events Unit for Special Education


Total Pages 139 pages plus 36 google slides
Answer Key Included
Teaching Duration 2 Weeks


This unit on Terrorism in the US contains 126 pages and 36 google slides of material specifically designed for students with special learning needs, especially autism who are in middle and high school. This is my fifth in a planned series on current events topics that teachers are now being asked to address in middle and high school special education settings.

This unit addresses how the United States protects us and responds to terrorism. The information is presented in a simplified but rigorous way for students with diverse learning needs to make meaningful and authentic connections to the material. There are many opportunities for students to engage in repeated information on the history of terrorist attacks as well as the layers of protection in place to prevent future attacks from happening. This repetition encourages a better understanding of why this is a hot topic today. In addition, many of the activities and assessments include more than one version, suggestions for differentiation and options for presentation.


✩✩✩ This unit includes digital versions of the activities. There are 36 google slides and a movie version of the book.


See the preview for a more detailed look at the contents.



Responding to Terrorism in the US Unit Includes:


  • 12 day detailed lesson plan
  • 54 page book (includes movie version)
  • Vocabulary board
  • 12 Vocabulary cards
  • Vocabulary cut and paste activity (includes digital version)
  • Circle maps (includes digital version)
  • What should I do? (includes digital version)
  • Learning about terrorism makes me feel… writing prompt (includes digital version)
  • 3 Cut and paste close worksheets (includes digital version)
  • Assessments (3 versions) (includes digital version)


Most activities (except book and what should I do activity) are in color and BW.


Much of what I have learned about curriculum development is incorporated in these units. For example, do not be afraid of repetition. It is critical that students with significant disabilities get to experience material over several days to be able to fully assimilate what is being taught. Also, adding visual supports to your printables and class activities helps students be able to pay more attention to the content you are presenting rather than the mechanics of what is expected. Finally, ask questions. Good questions!! Regardless of the material, if we can ask students good questions it will push them to think more deeply than before.


As always please take a moment to leave feedback or post any questions you may have.