This Course Is a Required Course in the Homeland Security Emergency Management Degree Plan

1. INTRODUCTION

1. This course is a study of terrorism and reasons why America is a terrorist target. Includes methods of combating domestic and international terrorism terrorist operations, cyber-terrorism, narco-terrorism, the mind of the terrorist, and organized crime’s impact on terrorism.

1. This course is a required course in the Homeland Security—Emergency Management Degree Plan.

1. This course is occupationally related and serves a preparation for careers in Homeland Security and Emergency Management.

1. Prerequisite(s): None.

1. LEARNING OUTCOMES

Upon successful completion of this course, Understanding and Combating Terrorism, the student will:

1. Define Terrorism and its purpose.

1. Understand terrorism from a historical and motivational perspective

1. Identify terrorist groups and their political agendas.

1. Explain the psychology of hostage taking and hostage survival techniques.

1. Describe the counter terrorist measures.

1. INSTRUCTIONAL MATERIALS

1. The instructional materials identified for this course are viewable through

Required Student Textbook:

1. References: As recommended by the instructor.

IV.COURSE REQUIREMENTS

A.Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B.You should attend class regularly and be prepared to participate in classroom discussions and to take unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current Central Texas College (CTC) Course Catalog.

C.You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

D.From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E.You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F.Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G.Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

H.Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

1. EXAMINATIONS

1. There will be a minimum of two major examinations and a written paper or project as follows:

1.Mid-term exam on 02/08/2018

2.Final exam on 03/08/2018

3. Term Paper and/or Term Projectdue on 02/26/2016

B.A student must be present for all examinations. Students who know in advance that they will be absent from an examination due to valid reasons must arrange to take an early examination. Unexpected absences due to illness or extenuating circumstances will require the student to see the instructor about individual make-up work.

C.Students without excused absences will be given a zero for the missed examination.

D.Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

VI.SEMESTER GRADE COMPUTATIONS

EXAM POINTS POINTS GRADES

Assignments & Quizzes 200 900-1000 A=4 pts/sem hr

Mid-term Exam 250 800- 899 B=3 pts/sem hr

Final exam 350 700- 799 C=2 pts/sem hr

Participation 50 600- 699 D=1 pt/sem hr

Term Paper/Term Project 150 0- 599 F=0 pts/sem hr

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TOTAL1000

A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.

VII. NOTES AND ADDITIONAL INSTRUCTIONS FROM THE INSTRUCTOR

1. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

1. GoArmyEdstudents should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.

For self-pay students, refunds are computed from the date the Application for

Withdrawal or Refund is filed with the CTC Field Representative or designated Student

Services Officer. Special conditions apply to students who receive federal, state, and/or

institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

1. Course Withdrawals, Student Responsibilities:It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Field Representative or the Student Services Officer for that region.

Applications for Withdrawal will be accepted at any time before the completion of 75% of the course, after which time the student will be assigned an “FN”- “Failure for Non-attendance.”

1. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be assigned by an instructor if a student has made satisfactory progress in a course with the exception of a major quiz, final exam, or other project. The “IP” grade may also be assigned based on circumstances beyond a student’s control, such as personal illness, death in the immediate family, or military orders. Notice of absences, with supporting documentation, may be required by the instructor. The instructor makes the final decision concerning the granting of the incomplete grade. With an “Incomplete” grade, students are required to complete a set amount of work before the instructor will submit an official letter grade.

1. Cellular phones, beepers, and other electronic devices will be turned off while the student is in the classroom or laboratory unless the student is using the device for class purposes. No texting or social networking is allowed during class.

1. Instructor Discretion: The instructor reserves the right of final decision in course requirements.

1. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

VIII.COURSE OUTLINECOURSE OUTLINE

Note:

The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

1. Unit One: Concepts of Terror and Terrorism

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Explore the definitional problems and terrorism
2. Discuss the morality of Terrorism
3. Review several typologies and atrocities of terrorism
4. Discuss the purposes of terrorism

1. Learning Activities:
2. Classroom lecture/discussion
3. Reading assignments.

1. Lesson Outline:
2. Definitional problems and terrorism
3. Morality of terrorism
4. Definitions of terrorism
5. Terrorist typologies
6. Terrorist atrocities
7. Purpose of Terrorism

1. Unit Two: Historical Antecedents of Terrorism and Violence

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Identify historical trends of violence and terrorism.

1. Trace the relationship between ancient and modern terrorist groups.

1. Explore the difference between anarchism and terrorism.

1. Survey the historical evidence of violence and terrorism in the United States.

1. Develop an insight into the relationship between American value orientation and pervasive violence.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Sicarii and Zealots
3. The assassins and other secret societies
4. Narodnaya Volya
5. The anarchist tradition
6. Terrorism in the United States

1. Puerto Rican Independence
2. The Jewish Defense League
3. The Ideological Left
4. The Ideological Right
5. Single-issue terrorist

1. Unit Three: Violence and Terrorism: The Role of the Mass Media

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Explore the relationship between television and the escalation of violence in American society.

1. Analyze nature of contagion theory.
2. Outline historical trends of skyjacking.
3. Detail the uses of propaganda by terrorist groups.
4. Interpret the use of a hunger strike as a media attention strategy
5. Recognize the insidious nature of censorship.
6. Evaluate law enforcement and media relations.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Contagion theory or the copycat syndrome
3. Propaganda value and the “Deed”
4. United States
5. Internet and Terrorism
6. Censorship and terrorism

1. Unit Four: The Palestine Question and Al Qaeda

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Trace the historical antecedents of the Arab—Israeli Conflict.
2. Identify extremist groups affiliated with the PLO.
3. Compare and contrast the Palestine question and Al Qaeda.
4. Discuss the Zionist Movement.
5. Explore the escalation of terrorism in democracies.
6. Speculate as to the nature of terrorism in the twenty-first century.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Palestine resistance movement
3. Historical antecedents
4. Palestine liberation organization
5. Palestinian extremism and the 1973 Yom Kippur War
6. Rejectionist front: Historical preview
7. Invasion of Lebanon
8. Hizballah
9. Palestinian authority
10. Hamas and Islamic Jihad
11. Al Aqsa Martyrs Brigades
12. Al Qaeda

1. Unit Five: Designated Foreign Terrorist Organizations: The “A List”

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Identify foreign terrorist organizations (FTO’s) that pose a threat to the United States and its allies.

1. Understand the objectives of Islamic terrorist groups.
2. Review the political ideologies of designated FTOs.

1. Describe the influence of al Qaeda on the objectives of the designated FTOs.

1. Discuss the criteria for selection as an FTO.

1. Compare and contrast national/separatist FTOs and Islamic fundamentalist FTOs.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Palestinian groups
3. The Philippines and Southeast Asia

1. Algerian Groups
2. Religious Cults
3. European Groups
4. Colombia
5. Peru
6. Central Asia
7. Iran

1. Unit Six: The Dynamics of Hostage Taking and Negotiation

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Sketch the historical precedents of hostage taking.
2. Describe at least three categories of hostage takers.
3. Explain the Stockholm Syndrome

1. Recognize the need for hostage guidelines.
2. Review hostage survival strategies.

1. Trace the historical experience of U.S. hostage-taking rescue attempts.

1. Describe the Good Guys hostage-taking incident.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Early history of hostage taking
3. Typologies of hostage takers
4. Time, Trust, and the Stockholm Syndrome
5. London Syndrome
6. Guidelines for hostage events
7. U.S. experience: hostage rescue
8. The Good Guys hostage incident
9. Other rescue attempts
10. Surviving a hostage situation

1. Unit Seven: Contemporary Terrorism and Bombing

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Identify the effects of an explosion.
2. Explore the historical antecedents of explosive materials.

1. Distinguish between low – and high-velocity explosives.
2. Describe the phases of blast / pressure.
3. Examine several vehicle bomb attack methods.
4. Outline a law enforcement strategy to cope with vehicle bombs.
5. Explore incidence of aircraft bombings.
6. Develop a security program to prevent injuries due to mail bombs.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Historical perspective
3. Effects of an explosion
4. Velocity and Explosives
5. Vehicle bombs
6. Letter bombs
7. Bombings aboard aircraft

1. Unit Eight: Suicide Bombers: A Global Problem

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Explore the nature of suicide bombing
2. Describe the motivation of suicide bombers.
3. Identify terrorist groups involved in suicide bombings.
4. Understand the complexity of suicide.
5. Develop strategies to interdict suicide bombings.
6. Speculate as to the future of suicide bombing attacks.

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment

1. Lesson Outline:
2. Defining the problem
3. Suicide bombers in the Mideast
4. The Iraqi Insurgency
5. The Liberation Tigers of Tamil Eelam (LTTE)
6. Sikh terrorism
7. Kashmiri suicide bombers
8. Kurdish suicide bombers: The PKK
9. Al Qaeda
10. Chechen suicide bombers
11. Other suicidal terrorist groups

1. Security and Suicide Bombing

1. Unit Nine: Counterterrorist Measures: The Response

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Understand the major trends in counterterrorist tactics that may have an impact on future policy decisions.

1. Differentiate between reactive and proactive counterterrorist strategies.

1. Identify steps in the intelligence-gathering process.

1. Describe the difficulties in the application of covert operations.
2. Explain the need for a legal framework that increases the opportunity of prosecution of terrorists.

1. Discuss the various strategies for defeating the spread of terrorism, such as the USA Patriot Ace (2001).

1. Learning Activities:
2. Classroom lecture/discussions
3. Reading Assignment
4. Lesson Outline:
5. Security measures
6. Intelligence function
7. Counterterrorist operations: retaliation and preemption
8. Covert military operations: Proactive measures
9. Counterterrorist operations: Reactive measures
10. Special Operations
11. United Kingdom and Israel
12. National Guard
13. HRT and Nest
14. Chemical and biological terrorism
15. Legal framework: apprehension, prosecution, and punishment
16. Emergency Powers
17. Post – 9/11 Measures

1. Unit Ten: Future of Terrorism

1. Learning Outcomes: Upon successful completion of this unit, the student will be able to:

1. Reexamine the Palestine question.
2. Explore the growth of Islamic fundamentalism.
3. Discuss the theory of state-sponsored terrorism.
4. Describe low-intensity warfare.

1. Evaluate the influence of terrorism on the quality of life in the United States.

1. Estimate the future of terrorism and political violence.

1. Learning Activities:

1. Classroom lecture/discussions
2. Reading Assignment

1. Lesson Outline:
2. Israel versus Palestinian resistance movement
3. Islamic extremism
4. Low-Intensity warfare
5. Superterrorism
6. Influence of Terrorism on democracy

Other time blocks not specifically allocated above are spent with introductory topics, administrative matters, exams, and review classes (both before and after exams).

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