Geography · 10th Grade

Active learning ideas

Terrorism and Non-State Actors

Active learning deepens geographic inquiry by letting students confront spatial realities rather than abstract theories. Mapping, case analysis, and structured debate transform the study of terrorism and non-state actors from distant headlines into tangible patterns that students can analyze, critique, and explain.

• Common Core State Standards
• C3: D2.Civ.14.9-12
• C3: D2.Geo.8.9-12

• 30–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Case Study Analysis
• 40 min · Pairs

Mapping Exercise: Ungoverned Spaces and Non-State Actor Activity

Students overlay two maps: a governance index showing the world's weakest states, and a map of known non-state actor operating areas. In pairs, they identify five correlations between governance failure and non-state actor presence, and three cases that do not fit the pattern, developing a more nuanced geographic theory of where these groups operate.

Analyze how non-state actors challenge the traditional concept of a sovereign state.

Facilitation Tip

During Mapping Exercise, have pairs compare their final maps and discuss why they chose specific color codes or symbols for ungoverned spaces.

What to look for

Pose this question: 'Consider a region with challenging terrain, like mountainous Afghanistan or dense jungle in the Amazon. How might these geographic factors aid a non-state actor in recruitment and operations, and what specific challenges does this present for state security forces?'

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 02

• Gallery Walk
• 45 min · Pairs

Gallery Walk: Four Non-State Actors

Post detailed geographic profiles of four non-state actors (e.g., Hezbollah, MS-13, the Taliban, and the Lord's Resistance Army) around the room, each including a map of operating territory, funding sources, and governing activities. Students rotate to annotate each profile with the geographic advantages and vulnerabilities of the group's territorial footprint.

Explain what role geography plays in the recruitment and operation of global networks.

Facilitation Tip

For Case Study Gallery Walk, place a large world map in the center of the room so students can plot the movements of each actor they study.

What to look for

Ask students to identify one specific geographic feature (e.g., desert, mountain range, river delta) and explain in 2-3 sentences how a non-state actor might use it to their advantage. Then, have them suggest one counter-strategy a state could employ.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 03

• Structured Academic Controversy
• 60 min · Small Groups

Structured Academic Controversy: Counter-Terrorism vs. Sovereignty

Students examine three real cases where counter-terrorism operations crossed national borders without the host country's consent (US drone strikes in Pakistan, French operations in Mali, Israeli airstrikes in Syria). Groups argue the case for and against each operation using geographic and legal frameworks, then develop criteria for when cross-border action can be justified.

Evaluate how states can provide security without violating the territorial rights of others.

Facilitation Tip

In Structured Academic Controversy, assign roles clearly and give students 3 minutes to gather geographic evidence from their packets before speaking.

What to look for

Present students with short case studies of different non-state actors (e.g., Boko Haram in Nigeria, FARC in Colombia). Ask them to identify the key geographic factors that influenced each group's operations and recruitment, and to briefly explain the concept of 'ungoverned space' in relation to one case.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 30 min · Pairs

Think-Pair-Share: Recruitment Geography

Students individually read two short excerpts about the geographic patterns of ISIS recruitment in Europe and the Sahel, noting where recruits came from and what conditions they shared. Pairs compare notes to identify common geographic push factors (unemployment, discrimination, urban isolation), then share with the class to build a composite recruitment geography.

Analyze how non-state actors challenge the traditional concept of a sovereign state.

Facilitation Tip

During Think-Pair-Share, circulate and listen for phrases like 'border porosity' or 'ungoverned space' to reinforce academic language.

What to look for

Pose this question: 'Consider a region with challenging terrain, like mountainous Afghanistan or dense jungle in the Amazon. How might these geographic factors aid a non-state actor in recruitment and operations, and what specific challenges does this present for state security forces?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Start with concrete mapping before abstract theory so students see the geographic logic of non-state actors firsthand. Avoid framing the topic as purely ideological; instead, emphasize governance gaps, economic disparities, and spatial advantages. Research shows that students grasp counter-terrorism strategies better when they analyze them through the lens of geographic access and concealment rather than just political ideology.

Students will move from simplistic labels to nuanced explanations, grounding claims in geographic evidence. They will recognize how terrain, borders, and governance shape non-state actor behavior and identify why certain counter-strategies succeed or fail based on spatial logic.

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Watch Out for These Misconceptions

• During Mapping Exercise, watch for students who associate terrorism primarily with religious symbols or flags on their maps.

  Direct students back to the data layers: have them overlay economic indicators or governance scores to see if those patterns better explain the distribution of non-state violence.

• During Case Study Gallery Walk, listen for students describing non-state actors as chaotic or unpredictable.

  Point them to the case study packets and ask them to trace the actors’ movements along borders, rivers, or mountain ranges, then identify the strategic logic behind their routes.

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Methods used in this brief

• Case Study Analysis
• Gallery Walk
• Structured Academic Controversy
• Think-Pair-Share