9-11 curriculum guide, k-12

Half Hollow Hills Social Studies Department

9/11 Curriculum Guide, K – 12

In time, perhaps, we will mark the memory of September 11 in stone and metal, something we can show children as yet unborn to help them understand what happened on this minute and on this day. But for those of us who lived through these events, the only marker we will ever need is the tick of a clock at the 46th minute of the eighth hour of the 11th day.

- President George W. Bush, December 11, 2001

Rationale

Every year, the events of 9/11 recede further into the past. For those who lost someone close or otherwise experienced that day – whether in person or on television – thinking and talking about 9/11 may still evoke strong emotions that transport them back to the tragedy and can jar emotions long forgotten. Current events, such as the death of Osama bin Laden, can do the same. Many others will have little or no recollection of the event itself, understanding its details and ramifications through the lens of a somewhat impersonal history and through media coverage of the event.

Between managing these difficult emotions and conveying the details of such a tragic event, discussing 9/11 isn’t an easy task. Discussions of September 11 will naturally raise complex questions and may also trigger strong and even unfamiliar feelings. While demonstrating the worst of human nature and the capacity for hateful ideologies to lead to extreme acts of violence and inhumanity, September 11th also revealed the profound human capacity to care for one another and to recognize our common humanity in acts of spontaneous generosity and response, transcending differences of race, nationality, religion, economic strata, and political affiliation. These lesson plans center on this aspect of the 9/11 story while also suggesting ways to extend discussions when age and/or curriculum appropriate.

Goals

o Provide opportunities for our students to make meaningful and purposeful connections between the history of 9/11 and their own lives.

o Ensure that our teachers and students have access to accurate information about 9/11.

o Provide a powerful and meaningful, yet age appropriate learning experience for all students K – 12.

Lesson Plan Overview and Parent and Guardian Resources

Grade Level(s)

Topic/Theme Understandings Essential Questions

K – 1 Compassion and Helping A community is a place where people live, work, play and solve problems.

Students, teachers, and staff are all members of the school community.

Our classroom is a community within our school community within our neighborhood community.

People plan, organize, and make decisions for the common good.

Students can participate in problem solving, decision-making and conflict resolution

In our school community, it is important to cooperate and share.

All people need others.

What is a community?

Why do people live in communities?

What is the common good?

2 – 3 Patriotism and Symbols Patriotic symbols and traditions honor the people and history of a country.

Citizens show their appreciation to their country in many ways.

What symbols represent the United States?

How can people show their patriotism?

4 – 5 Compassion and sacrificing

for others Helping in a time of need

In times of crisis it is important for people to come together; there is something everyone can do.

Events in one nation can have an impact on those in another nation.

September 11 is a National Day of Service and Remembrance, called Patriot Day.

People from Kenya gave a gift of cows, which are considered sacred to the Maasai people, to the United States.

What factors encourage people to get involved and help others?

What can be done to help

others when they are suffering?

6 The use of historical sources to understand the past

A primary source is information that comes directly from a person who experienced the event.

A secondary source is information

that does not come directly from a person who experienced the event.

September 11th is a National Day of service and remembrance called Patriot Day.

How are primary and secondary sources similar / different?

What are the strengths and weaknesses of each? How do primary and secondary

sources related to the events of Sept. 11th help us to understand the past?

How have we decided, as a

nation, to remember the events of Sept. 11th, and why did we choose do so in that manner?

Grade Level(s)

Topic/Theme Understandings Essential Questions

7 – 8 Remembering the Past People feel the need to remember their past for both the good and the bad. They will commemorate significant people, places and things as a way to celebrate accomplishments as well as to mourn loss. To do so, memorials and monuments are constructed so future generations will not forget their past.

Why do we choose to remember our past, even the sad or tragic events?

How have we decided to

remember the events of 9/11 and why did we choose to do so in that manner?

Is this a fitting way to

remember the events of 9/11 and the people who lost their lives that day?

9 – 12 History and Memory September 11, 2001 was a

significant historical event in American history.

September 11, 2001 was a turning

point in American history. Images and emotions that

September 11th provokes will never be forgotten for a variety of reasons.

The increasing role and impact of

technology and media change how we experience historical events.

When does an event become “history”?

How can photographs of

historical events provide information and evoke emotion?

Why is it important to capture

certain moments in time?

Parent and Guardian Resources

1. http://www.911memorial.org/sites/all/files/TalkingToChildren_FINAL4.pdf This is a link to an article detailing tips on talking to children about 9/11. At the start of the article the authors write, “Between managing these difficult emotions and conveying the details of such a tragic event, discussing 9/11 isn’t an easy task. We often hear, ‘I want to tell my child what happened that day but don’t know where to begin.’ The following tips, then, have been prepared to provide broad guidelines to help you in these conversations.”

2. http://www.cincinnatichildrens.org/svc/alpha/s/school-crisis/9-11.htm

This is a guide published by the National Center for School Crisis and Bereavement and provides guidelines for parents as they discuss the events of September 11th. While it was originally written for the 5th anniversary the information is still relevant. 3. http://www.nasponline.org/resources/crisis_safety/9-11/10_Years_Later_Parents.pdf The National Association of School Psychologists has published a resource offering parents tips and guidance as they discuss the events of September 11th with their children.

Big Idea: Community Topic: 10th Anniversary of 9/11 Grade Level K Established Goals:




By the end of the lesson, students will understand that:

- A community is a place where people live, work, play and solve problems

- Our classroom is a community within

our school community within our neighborhood community

- In our school community, it is

important to cooperate and share

- All people need others

Essential Questions:

- How do the people, places and things in my world affect me and how do I affect them?

- Why do we need other people?

By the end of the lesson, students will know:

- Students, teachers, and staff are all members of the school community

By the end of the lesson, students will be able to:

- Define community

- Describe why it is important to share

Performance Task (Optional): Discuss the importance of sharing in a classroom community. Ask the students what they will share in the classroom that will help others in their classroom community. Create a chart of their responses or record their responses on Post-its. The students will color their frogs and write their responses on their activity sheets.

Teacher Resources: All about Leo Lionni http://www.randomhouse.com/kids/lionni/

Learning Activities/Procedure for the lesson: It’s Mine! by Leo Lionni

Overview: Three selfish frogs spend their days fighting over air, water, and land until a heavy storm brings them together and shows them how important it is to share and work together.

Text-to-World Connection: On September 11, 2001, members of the community came together to help one another. September 11th is a national holiday called Patriot Day, a National Day of Service and Remembrance. On Patriot Day, we discuss ways we can cooperate to help members of our own community.

Before Reading:

Ask: What does sharing mean?

Discuss:

Ask children how they feel about sharing:

Is it important to share? Why?

How do you feel when someone shares with you?

How do you feel when someone won't share?

Connect: Talk about times when it is very important to share, such as when playing with others. Display It's Mine! and read the title aloud. We are going to read a story about three frogs that do not share.

During Reading: Ask:

• Why do you think Milton, Rupert, and Lydia argue so much?

• Who told the frogs to stop arguing? Why did the toad want them to stop?

• What did the frogs do when the storm came and water flooded the land?

• How did the frogs feel when they huddled together?

Discuss: • What is/are the important lesson(s) that the frogs learned in this story? (They need each

other, it is important to share, etc.)

Connect: • Just like the frogs and toad, there are people in our lives that we need. Who helps you in

your house? After Reading:

Discuss: • The frogs and toad live together in a community. A community is a place where people

live, work, play and solve problems. Connect:

• We are all a part of our classroom community. Members of a community work together and share. Discuss the things the students can share in the classroom.

Materials and Technology Needed: It’s Mine by Leo Lionni, frog activity sheets

Big Idea: Community Topic: 10th Anniversary of 9/11 Grade Level: 1 Established Goals:


o Ensure that our teachers and students have access to accurate information about 9/11. o Provide a powerful and meaningful, yet age appropriate learning experience for all

students K – 12.


- A community is a place where people live, work, play and solve problems

- Students, teachers, and staff are all

members of the school community

- Our classroom is a community within our school community within our neighborhood community

- People plan, organize, and make decisions

for the common good.

- Students can participate in problem solving, decision-making and conflict resolution.


- What is a community? - Why do people live in

communities? - What is the common good?


- People can come together to solve problems and make decisions for the common good


- Define community

- Describe the advantages of living in a community

- Define common good

Performance Task (Optional): Create a “Cooperation Collage”. Distribute 1 fish template to each student. The students can decorate their fish to represent their individuality. Cut out each fish. Color 1 fish black to represent Swimmy. The teacher can display the school of fish in a cluster, creating one large fish.

Teacher Resources: All about Leo Lionni http://www.randomhouse.com/kids/lionni/

Learning Activities/Procedure for the lesson: Swimmy by Leo Lionni Overview: Swimmy’s world becomes much bigger when he loses his school of fish. When he explores the great sea in search of a new community, he learns about the beauty of the world and the way things work. He uses that knowledge to protect his new community by showing them how to cooperate. An important theme in this story is how cooperation benefits members of a community.

Text-to-World Connection: On September 11, 2001, members of the community came together to help one another. September 11th is a national holiday called Patriot Day, a National Day of Service and Remembrance. On Patriot Day, we discuss ways we can cooperate to help members of our own community.

Before Reading:

Ask: What is a community? (A community can be defined as a place where people live, work, play and solve problems.) Talk about the different communities to which we belong (town, family, school, teams, interest/social groups).

Discuss: Look at the cover at the black fish. A "community" of fish is called a school. Does this black fish have a school?

Connect: We are going to read a story about a fish that needs a school. Let’s find out how he finds a school of fish and teaches them to work together (cooperate).

During Reading:

Ask: What are the needs/wants of Swimmy and the other fish? What is the problem and how does Swimmy solve the problem?

Discuss: Swimmy taught the school of fish the importance of cooperating for the common good of their community. (Cooperation can be defined as working together toward a common goal.) What might have happened if the school had not worked together (cooperated) to protect each other?

Connect: Are the fish eager to let Swimmy join them at first? Why or why not? How do you feel when you meet someone new with new ideas?

After Reading:

Ask: Can the school of fish in this story be called a community? Why or why not? (They came together for the common good. Common good can be defined as what is best for a community.)

Discuss: Point out that Swimmy volunteered his talent, which was knowledge about the world. How did Swimmy learn about the world?

Connect: What is a benefit of group cooperation? When have people in your community come together for the common good? (Discuss toy drives, blood drives, clothing drives, helping a neighbor with a problem, etc.) What are examples of cooperation that we can demonstrate in our classroom?

Materials and Technology Needed: Swimmy by Leo Lionni, fish templates

Big Idea: Patriotism and Symbols Topic: 10th Anniversary of 9/11 Grade Levels: 2 and 3

Established Goals:




By the end of the lesson students will understand that:

Patriotic symbols and traditions honor the people and history of a country.

Essential Questions: What is a symbol?

How can people show their patriotism?


That Patriot Day is a special day for Americans to talk and think about symbols that honor America.

That the U.S. flag is an

important and major symbol used to represent America.

By the end of the lesson, students will be able to: Define patriotism

Explain how a flag can be used to represent a

special event or group

Materials Needed: 1. Chart paper 2. Design Your Own Flag

worksheet 3. U.S. flag

Helpful websites: http://www.brainpopjr.com -U.S. Symbols video http://www.coloringcastle.com/american_flag_coloring_pages.html- download blank U.S. flag for students to color

Learning Activities/Procedure for the lesson: 1. Prepare students by discussing with students that September 11th is a national holiday

called Patriot Day Focus on how holidays are used to remember days that have special meaning and to honor the history of a country. Some holidays are days of celebrations like the Fourth of July, while other holidays are days of remembrance. September 11th is a day of remembrance.

2. Patriot Day is a day for Americans to talk and think about symbols that honor our country. Define patriotism (respect and love we have for our country).

3. Inform students that a symbol is something that stands for/represents something else. Provide concrete examples such as a gold star means “good job”, red light means “stop”, smiley face means “happiness”, heart means “love”, etc.

4. Encourage students to identify symbols they notice in the school/classroom (ex: school mascot, symbol in front of nurse’s office, pictures used to represent subject areas). Record student ideas on chart paper. As symbols are listed, invite students to describe what each symbol means/stands for and add descriptions to chart.

5. Guide students towards noticing the American flag hanging in the classroom. Ask students to share what they know about the flag and what it means/represents. You can use the following questions to guide your discussion:

a. Where do you see flags (in front of houses/schools, office buildings, special places, etc.).

b. What do we do every day in school to show that the flag is important (Pledge of Allegiance)?

c. What does the flag look like (colors, stars)? i. How many stars can we count? Inform students that the 50 stars

represent the 50 U.S. states. ii. Discuss what the colors of the flag mean: red = bravery and courage;

white = purity; and blue = justice/fairness. iii. Inform students that the 13 stripes stand for the first 13 colonies (states).

d. As you conclude flag discussion, focus on how the American flag is an important symbol for many people in the U.S. It is a way for people to feel connected and express their patriotism.

6. Continue with Design Your Own Flag activity (use your grade specific activity sheet). a. Review the colors of the flag, their meanings and how they were carefully

chosen by the Founding Fathers. b. Distribute Design Your Own Flag worksheet. Inform students that they will get a

chance to create a family flag using special colors that have meaning, just like the U.S. flag. The flag will be a way for each student to share what makes their family special.

c. Read short flag introduction at the beginning of worksheet. Focus on the color key included on worksheet. Discuss each color and its meaning. Ask if students have seen examples of the colors being used to represent these meanings (yellow sun, purple royal robes, etc.).

d. Encourage students to carefully think about the things that are important to their families and to choose the colors that they feel would best represent their families. Once colors are chosen, students will use only these colors to create their flag.

e. Once flag is created, students will write a brief description of their flag explaining their color choices and what they represent.

f. Encourage students to share their completed flags and descriptions with their classmates.

7. Flags can be displayed in the classroom highlighting how your class recognized Patriot Day.

Possible extensions: 1. Color pictures of the U.S. flag and create a flag mural. 2. Students create PATRIOT acrostic poem sharing how to show love/respect for the

U.S. 3. Watch BrainPop Jr. video U.S. Symbols and discuss the different symbols that represent

the U.S. 4. Wear red, white and blue on Flag Day (June 14th).

Big Idea: Compassion and helping others in need Topic: 10th Anniversary of 9/11 Grade Levels: 4 and 5

Established Goals:





What factors encourage people to get involved and help others? What can be done to help others when they are suffering?


In times of crisis it is important for people to come together and help each other.

Events in one place can have an impact on people

all over the world.

September 11 is a National Day of Service and Remembrance, called Patriot Day.

People from Kenya gave a gift of cows, which are

considered sacred to the Maasai people to the United States.


Express their feelings and knowledge about 9/11 in writing in a journal or writer’s notebook.

Discuss ways in which children can help others in need.

Learning Activities/Procedure for the lesson: 1. Introduction: Prior to reading the book “Some holidays are days of celebrations like the Fourth of July, while other holidays are days of remembrance. September 11th is a day of remembrance. On Patriot Day, the country is remembering how people got together from all over the world to help people in a time of need. (*) This is a story about a man named Kimeli who lives in Kenya (Africa). He was in New York on September 11, 2001 going to school. This is the story about when he returned home to his tribe, the Maasai. A tribe is another word for a community of people who live and work together.” (*) You may wish to consider adding the following: September 11, 2001 will be remembered as an important day in our nation’s history. On that day, four airplanes were hijacked and deliberately crashed. The planes destroyed several buildings and harmed and killed more than 3,000 people. hijack: to take control of (an aircraft) by force 2. Read story aloud to class: Topics you may discuss while reading: *Use the student handout to locate Kenya on the map. *Discuss the importance of cows to the Maasai people (p. 8) *Students may notice the illustrations that look like the twin towers. (p. 10 ) *Author has the reader infer what Kimeli’s story was about with the three questions posed on page 14. *Discuss how sadness and empathy makes people want to help. ( p. 18) *Discuss the way that the Maasai people decide to help Americans in their time of sorrow. *Page 29 has a moving illustration of the twin towers in the eye of Kimeli. Discuss how “a people so small” offered comfort to the United States. 3. After Reading *Discussion or writing activity can be about other times the children can think of when people helped others in need. Materials Needed:

14 Cows For America by Carmen Agra Deedy Worksheet with map of the world Worksheet, Where do the Maasai Live?

Performance Tasks Options: These are some suggested activities to allow students an opportunity for expressing their feelings.

Teacher Resources: Background for the book: www.14cowsforamerica.com http://www.rascofromrif.org/?p=3505

Write about a time that you helped someone in need.

Write about a Student Council event in which your school helped people in need.

Write down ways in which you can help your classmates.

Write in your writer’s notebook how you feel about 9/11. What do you know about that day? What questions do you have about that day?

Brainstorm ideas of how the class can help others in need.

http://www.youtube.com/watch?v=uWpFjoeigK0 start at 14:30 to 23:09 Kimeli interview Web sites to get students involved in helping others. www.hugsacrossamerica.com www.compassionatekids.com/ http://pbskids.org/zoom/activities/action/ways.html www.911dayofservice.org

Big Idea: Remembering the past Topic:10th Anniversary of 9/11 Grade Level: 6

Established Goals:


o Ensure that our teachers and students have access to accurate information about 9/11. o Provide a powerful and meaningful, yet age appropriate learning experience for all students

K – 12.


- A primary source is information that comes directly from a person who experienced the event.

- A secondary source is information that does not come directly from a person who experienced the event. - September 11th is a National Day of

service and remembrance called Patriot Day.

- Nations commemorate significant people, places and things as a way to celebrate accomplishments as well as to mourn loss. To do so, memorials and monuments are constructed so future generations will not forget their past.


- How are primary and secondary sources similar / different?

- How do primary and secondary sources related to the events of Sept. 11th help us to understand the past?

- How have we decided, as a nation, to remember the events of Sept. 11th, and why did we choose do so in that manner?


- Examples of primary and secondary sources related to the events of Sept. 11th.

- Accurate information regarding the events of Sept. 11th. - The manner and ways in which

Sept. 11th is remembered and commemorated.


- Distinguish between primary and Secondary sources. - Provide their opinion on why memorials are

important and what purpose/s they serve. - Provide insight as to the appropriateness of a

memorial and to comment on how the different aspects of a memorial are designed to remember the person, place, thing they feature.

Evidence/Assessment: Students will demonstrate their understanding of the differences between primary and secondary sources by answering questions on the worksheets and will be able to articulate their thoughts on the different ways monuments and memorials are used

Learning Activities/Procedure for the lesson: 1. Introduction: Some days are days of celebration, such as the 4th of July, while others

are days of remembrance. Sept. 11th is a day of remembrance. On Patriot Day, our country is remembering how people came together all over the world to help during a time of need. It is a day to reflect on how we, as individuals, can keep the spirit of compassion and cooperation alive.

2. Discuss ways in which we learn about the past. To begin to understand the events of September 11, 2001 read page 1, the textbook description of what happened that morning (#1). Discuss ways in which we learn about the past. Have students answer questions 1 – 4. Next have students look at page 2 and answer questions 1 – 3 (#2). After going over the answers, explain to students the difference between primary and secondary sources on page 3 (#3) and to check for understanding, see if they can determine which type of source the textbook is and which type the newspaper is. Next, ask students to compare the two accounts (see question at bottom of page 3).

3. Read out loud the top of page 4 and as a class look at the artwork (#4). Have students answer both questions at the bottom of the page. Before going on to the next page, discuss.

4. Read to out loud the top of page 5 and then have each student read and look at one of the artifacts (A – D) from the Smithsonian exhibit (#5). When they are done, have student’s pair-share or share with the whole class.

5. To close, read as a class the description of the National 9/11 Memorial on page 7 and have students answer the questions at the end (#6).

6. Suggested: Assign students to create a “primary source” by interviewing someone who experienced the events of 9/11.

Materials and Technology Needed:

- Worksheets with readings and questions (numbered #1 - #6)

- September 11, 2001 Interview Sheet

Big Idea: How do we remember our past? Topic: 10th Anniversary of 9/11 Grade Level and Course: 7 & 8 Established Goals:



students K – 12.

By the end of the lesson, students will understand that: People feel the need to remember their past for both the good and the bad. They will commemorate significant people, places and things as a way to celebrate accomplishments as well as to mourn loss. To do so, memorials and monuments are constructed so future generations will not forget their past.

Essential Questions: -Why do we choose to remember our past, even the sad or tragic events? -How have we, as a nation, decided to remember the events of 9/11 and why did we choose to do so in that manner? -Is this a fitting way to remember the events of 9/11 and the people who lost their lives that day?

By the end of the lesson, students will know: -9/11 was a day of terrible tragedy and of supreme heroism. -In order to remember that day and the people who lost their lives, memorials have been constructed in the footprints of the two World Trade Center towers, outside the Pentagon in Washington, D.C., and in a field in southwestern Pennsylvania. -People’s names are arranged by their location at the times of the attacks (in the building or on the planes) and emergency personnel are recognized separately.

By the end of the lesson, students will be able to: -Provide their opinion on why memorials are important and what purpose/s they serve. -Provide insight as to the appropriateness of a memorial and to comment on how the different aspects of a memorial are designed to remember the person, place, thing they feature. -Compare and contrast the memorials constructed to remember the events of 9/11.

Performance Task: Students will complete the graphic organizer at the end of the packet to compare the Pentagon Memorial and the WTC Memorial in NYC. As a further extension, especially for 8th grade honors classes, students can submit their own reflections on what form of memorial they would have created. What would they have chosen to remember, what would they have added or taken away from the memorials they view?

Evidence/Assessment: As a follow-up activity, have students view some of the 9/11 anniversary ceremony and the unveiling of the 9/11 Memorial. Do they believe this is a fitting tribute to those that died on that day? Have them ask family members their opinions. Have them research the history of the memorial and any controversy surrounding its development and construction. Review their findings with them on Monday, 9/12. Were they surprised by anything they heard, saw, or researched? How did people seem to react to the memorial at the site?

Learning Activities/Procedure for the lesson: 1. Provide students with a brief introduction to the lesson by reviewing with them the reading of the events of 9/11 and explain to them that on the upcoming anniversary of the events of 9/11 there will be a ceremony in Lower Manhattan at the site of the World Trade Center to remember all of those that lost their lives that day. 2. Engage students in a brief discussion on how we choose to remember events from our history. Answers may include stories, paintings, pictures, etc., but the most permanent way to remember is through monuments and memorials. Explain that monuments and memorials are used to commemorate significant people, places, and events from history. Read: What role do monuments and memorials play in helping us to remember the past? 3. Direct students to look at the first reading and image of a memorial (the Washington Monument). Do they recognize it? Whom does it memorialize? Why? What is the significance of its height (the tallest structure in Washington, D.C.) and its location (in the nation’s capital)? Is this a fitting memorial? Why or why not? 4. Direct students to look at the second reading an image (the Vietnam Veterans War Memorial). Ask similar questions of this memorial. 5. Have students review the third reading and image (the Arizona Memorial). Ask similar questions of this monument.

6. Finally, tell students that a 9/11 Memorial is going to be officially unveiled at the anniversary ceremony on Sunday. Review images and a description of the memorial with them. Ask the same questions as the other monuments and memorials. Why was this design chosen? Is it fitting? Should it have been built to remember such a terrible event? 7. To close the lesson, students should be encouraged to view the ceremony on Sunday and to research the history of the memorial. Conduct a follow-up discussion on Monday. You many wish to direct students to the 9/11 Memorial website for a detailed look at the timeline of events for 9/11 and at the Memorial itself at www.911memorial.org. The Pentagon memorial can be viewed at http://pentagonmemorial.org. Materials and Technology Needed: -Reading on background of 9/11; Reading on What role do monuments and memorials play in helping us to remember the past?; Worksheets with images of the monuments and questions. -Students will need to have access to the Internet to complete the take-home activity.

Big Idea: History and Memory Topic: 10th Anniversary of 9/11 Grade Levels: 9- 12

Established Goals:



students K – 12.

By the end of the lesson, students will understand that: • September 11, 2001 was a significant historical event in American history • September 11, 2001 was a turning point in American history • Images and emotions that September 11th provokes will never be forgotten for a variety of reasons • The increasing role and impact of technology and media change how we experience historical events

Essential Questions: When does an event become “history”?

How can photographs of historical events

provide information and evoke emotion? Why is it important to capture certain

moments in time? How do you think the events of

September 11, 2001 will be understood as part of the larger context of US history? What about world history?

What does it mean when we say as a

nation that “We will never forget”?

By the end of the lesson, students will know: • crucial events that occurred on September 11, 2001 • the impact that the events of September 11, 2001 had immediately following that day and continue to have on our lives


brainstorm questions that Americans were asking immediately after the attacks.

describe the significance of the events of September 11, 2001.

to explain the significance of 9/11/01 to someone born on 9/11/11

articulate why September 11, 2001 is a turning point in (American) history

highlight the positive legacy that resulted from the tragic events of that day

Learning Activities/Procedure for the lesson: 1. “What do you know?” Take a brief moment to discover what previous knowledge and misconceptions students may have about the events of September 11, 2001. 2. Video Show students the Brain Pop video which provides a basic factual background and timeline about pertinent events of the day. It also includes a discussion of vocabulary and other important ideas and outcomes. (Brain Pop (est. time 5:48) http://www.brainpop.com/socialstudies/ushistory/september11th/) 3. Interactive Timeline Activity and Handout (*note* times on the paper handout do not exactly match the times on the website)

This timeline, created as part of the National 9/11 Memorial, provides factual information, primary resources, photographs, audio and video of crucial events that occurred throughout the day of September 11, 2001. You may choose to copy and distribute the handout, or not. (Interactive Timeline: http://timeline.national911memorial.org)

Due to time constraints, suggested times to highlight and/or discuss are provided and briefly explained. (Interactive Timeline Handout)

4. Volunteerism Video This is 6:50 video of moving stories of individuals who were inspired to make a difference in the aftermath of 9/11. The video can be streamed @ http://www.911memorial.org/spirit-volunteerism-video. After watching the video, ask students the following questions: Why is September 11th now an official holiday known as Patriot Day? Ask students to reflect on one of the following quotes shared in the film:

“You make a living by what you get. You make a life by what you give.” – Winston Churchill “You must be the change you want to see in the world.” – Mahatma Gandhi “We ourselves feel that what we are doing is just a drop in the ocean. But the ocean would be less because of that missing drop.” – Mother Teresa “Don’t ever forget these days, boys. We came in as individuals. And we’ll walk out together.”

– Ground Zero worker

5. Evidence/Assessment: In class on Monday, September 10th referencing the interviews students conducted over the weekend and in recognition of what they may have seen or heard in the news, ask:• What did you learn this weekend? • What questions do you still have?

Materials and Technology Needed: Internet access, projector and high quality speakers

Brain Pop (est. time 5:48) http://www.brainpop.com/socialstudies/ushistory/september11th/ Interactive Timeline: http://timeline.national911memorial.org) Spirit of Volunteerism Video: http://www.911memorial.org/spirit-volunteerism-video

Optional copies of Background Information Handout Interactive Timeline Handout Interview Question Worksheet to prompt discussion over the weekend

Name_______________________

Name __________________________________________

Design Your Own Flag Ever wonder why the American flag is red, white and blue? The colors were carefully chosen by the Founding Fathers many years ago. Red represents bravery , white represents purity, and blue represents fairness . The 13 stripes stand for the first 13 colonies. The 50 stars represent the 50 states. When we look at the flag, we think about how special America is and how we can show that we are proud to live in the United States of America. Today you will get a chance to design your own flag just like the Founding Fathers! Using the color key and the flag shape below, follow the directions below to design a flag for your family.

• Think about things that are important to your family. • The U.S. flag has 3 colors. Choose 3 colors that are the best for drawing pictures about

your family. Circle the colors that you will use in the color key. • Draw pictures or use symbols on your flag. Use only the colors you circled to share

why your family is special. Describe the picture on your flag. Why did you choose your colors?

I drew a picture of ________________________________________ on my flag. I used

the colors _____________, ________________, and __________ because __________

____________________________________________________________________

____________________________________________________________________.

COLOR KEY (these color meanings are used on many flags around the world) – choose 3 red = bravery/courage white = purity/faith blue =fairness/justice yellow = happiness green = hope purple = wealth/royalty orange = strength black = determination

Name __________________________________________

Design Your Own Flag Ever wonder why the American flag is red, white and blue? The colors were carefully chosen by the Founding Fathers many years ago. Red represents bravery , white represents purity, and blue represents fairness . The 13 stripes stand for the first 13 colonies. The 50 stars represent the 50 states. When we look at the flag, we think about how special America is and how we can show that we are proud to live in the United States of America. Today you will get a chance to design your own flag just like the Founding Fathers! Using the color key and the flag shape below, follow the directions below to design a flag for your family.

• Think about things that are important to your family. • The U.S. flag has 3 colors. Choose 3 colors that are the best for drawing pictures about

your family. Circle the colors that you will use in the color key. • Draw pictures or use symbols on your flag. Use only the colors you circled to share

why your family is special. Write a short paragraph that explains why you designed your flag this way. Why did you choose your colors and pictures?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

COLOR KEY (these color meanings are used on many flags around the world) – choose 3 red = bravery/courage white = purity/faith blue =fairness/justice yellow = happiness green = hope purple = wealth/royalty orange = strength black = determination

The distance between New York and Kenya is 7,363 miles. Even though Kenya is so far away, the United States is friends with Kenya. The United States has an embassy in the capital of Kenya, Nairobi. An embassy is a building where an ambassador lives. An ambassador is a representative of a country who lives in another country. In our capital city of Washington D.C., there is a Kenyan embassy where the ambassador from Kenya lives.

The United States

Kenya

Where do the Maasai live? The Maasai live in Africa in the countries of Kenya and Tanzania. These countries are made up of low plains along the coast, plateaus further inland, and highlands cut in half by the Great Rift Valley. The Great Rift Valley is an enormous valley that runs across Africa. The earth’s crust underneath is spreading apart very slowly and creating lakes and volcanoes as it goes. Maasailand, where the Maasai live, includes Mount Kilimanjaro, a dormant volcano and the highest mountain in Africa. Much of the land where the Maasai live has been turned into national parks and wildlife preserves that are safe havens for lions, elephants, rhinos, cheetahs, antelopes, and giraffes. The Maasai still have the right to graze their cattle on some of the land.

1

Name___________________________________ Date__________ Period # ______

#1 An excerpt from a textbook describing what happened the morning of September 11, 2001.

At 8:46 am on September 11, 2001, after

hijacking American airlines Flight 11,

hijackers deliberately crashed the plane into

the North Tower of the World Trade Center

in lower Manhattan. United Airlines Flight

175 was also hijacked and at 9:02 am

crashed into the south face of the South

Tower. By 10:28 am, both towers collapsed,

killing 2,746 people and destroying the

entire complex. More than 25,000 people

were evacuated in the 102 minutes between

the time the planes hit and the buildings

collapsed. The hijackers also deliberately

crashed a third plane into the Pentagon in

Arlington, Virginia, near Washington, D.C.

and a fourth plan crashed in a field in

Pennsylvania after passengers rushed the

men who had hijacked their plane. It’s now

believed that this plane was most likely

going to be deliberately crashed into the US

Capitol building.

1. What time did the first plane crash?

2. What time did the second plane crash?

3. By 10:28 am, what had happened to the

World Trade Center?

4. What happened to the third and fourth

planes?

Hijack: to illegally take control of an aircraft, ship, or vehicle while in motion Deliberate: on purpose

2

#2 The cover of the The Cincinnati Enquirer, a newspaper from September 12, 2001.

1. What is the headline?

2. What do you think the

photograph is showing?

3. What is the title of the article

below the photograph?

3

#3 Primary and Secondary Sources Chart

The textbook excerpt is a ______________________________ source. The newspaper cover is a ______________________________ source.

When studying events from the past, it is important to examine both primary and secondary sources.

In the textbook, how are the men who took over the planes described? __________________________________

In the newspaper, how are the men who took over the planes described? __________________________________

Type Definition Examples A primary source is information created at the time of the event or very soon after. It is written by a person who experienced the event.

Speeches, pictures of the event, poems,

interviews of witnesses, documents,

letters or diaries about the event,

artifacts such as clothing, coins, or tools,

maps of the event, newspapers, actual

video footage, audio tapes,

autobiographies or biographies, art

Primary Sources

Secondary Sources

A secondary source is information that does not come directly from a person who experienced an event. It may offer an explanation or opinion of a primary source. Some secondary sources use primary sources to support a certain idea.

Dictionaries, books, magazines,

encyclopedias, music, textbooks,

cartoons

4

Textbooks and newspapers are not the only sources we can use to study the past. There are many other sources we can look at in order to better understand and to remember the events of September 11, 2001.

#4 Following the events of 9/11 efforts were made by many to honor those who

had lost their lives, to help comfort those who were affected by the tragedy, and to offer condolence and support. In many communities, people were motivated to create memorials to honor those who had lost their lives and to pay tribute to those who responded so heroically in the minutes, hours, and days following the events.

After September 11, 2001 many children living in New York City expressed their feelings through art. Taped to firehouse and police station windows and tacked to fences at the World Trade Center site, drawings and paintings created by young witnesses became a familiar sight throughout New York City in the aftermath of 9/11.

What do these drawings have in common?

The drawings are examples of ____________ sources because______________________________________________________________________________.

5

A

B

As we just saw, artwork can help us to remember and learn about events from the past. On September 11, 2002, the Smithsonian’s National Museum of American History opened a new exhibition to commemorate the first anniversary of 9/11. Much of what could be viewed in the museum are called artifacts. An artifact is an object created by a human being. Below are several of the artifacts that were on display at the museum.

#5 Directions: Read about one of the artifacts that was on display in the museum; be prepared to share what you read/learned.

One of the first fire-and-rescue units to arrive at the World Trade Center was Engine 7, Ladder 1, led by Battalion Chief Joseph Pfeifer. While on a routine call nearby,

Pfeifer had seen the first plane hit. He set up a command center in the lobby of the north tower and sent firefighters upstairs to begin rescue work. When the south tower collapsed, sending blinding clouds of smoke and dust into the north tower, Pfeifer radioed his men to evacuate the building. Soon afterward, the north tower collapsed. Everyone from Ladder 1 survived, but hundreds of other firefighters were killed, including the chief's brother, Lt. Kevin Pfeifer.

This is the helmet worn by FDNY Battalion Chief Joseph Pfeifer, the first fire chief to arrive at the World Trade Center on 9/11.

Less than two hours elapsed from the first plane crash to the last tower collapse at the World Trade Center. In that time,

thousands of people escaped from the buildings. While many evacuated quickly, others battled blocked stairwells, stuck elevators, smoke, and panic to make their escape. Nearly all who survived were below the point of impact when the planes hit the towers. Among those who died were hundreds of rescue workers who had helped others to safety.

6

C

D

This is a stairwell sign from the 102nd floor, World trade Center.

Staff members in the Navy Command Center in the Pentagon were watching live news coverage of the plane crashes at the World Trade Center when a hijacked plane struck the Pentagon at 9:38 a.m. Fireballs, ignited by jet fuel, set the building ablaze and filled the sky with plumes of black smoke. The impact caused severe damage, but structural reinforcements kept the building from collapsing immediately, allowing many to escape. 184 innocent people lost their lives, including 125 Pentagon employees and 59 people on the plane.

This is a television monitor recovered from the destroyed offices of the Navy Command Center at the Pentagon.

The fourth plane hijacked on September 11, United Airlines Flight 93, left Newark

International Airport at 8:42 a.m. At 10:06 a.m., the plane crashed in rural southwestern Pennsylvania, killing everyone on board but sparing what officials believe was another intended target in Washington, D.C. Soon afterward, the crash site near Shanksville, Pennsylvania, became a memorial. People traveled for miles to pay their respects to the heroes of Flight 93. Many felt compelled to leave something behind.

This is a teddy bear left near the Flight 93 crash site in Somerset County, Pennsylvania.

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#6

On Sunday, September 11, 2011 the official National 9/11 Memorial will be opened during

a ceremony at the site of the World Trade Center in Lower Manhattan. (The memorial will

not be open to the public until September 12, 2012). The memorial consists of two square

waterfalls in the footprints of the Twin Towers, which were destroyed during the attacks on

9/11. Around the waterfalls are carved the names of all the people who died that day in

New York, Washington, and in a field in Pennsylvania. The names are divided by which

building they were in at the time of the attacks or on which plane they were a passenger on

when the plane crashed. On the site, there is also a museum containing many of the artifacts

collected after the events of 9/11 and during the rescue, recovery, and clean up efforts.

1) What does this memorial honor? Whom does this memorial remember? Why?

2) Based on what you have seen and talked about today, what types of artifacts would

you expect to see at the memorial?

3) In your opinion, is this a fitting memorial? Why or why not?

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Name_________________________________ Date___________ Period # _____

September 11, 2001 Interview

Directions: Choose a person who has memory of the events of 9/11. Ask them to give you an account of that day. Record their responses as completely as you can in the spaces provided. You may use another sheet of paper, if necessary.

Name of person being interviewed _____________________________________________

1. Where were you are on September 11, 2001? _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

2. How did you hear about the attacks on the World Trade Center? _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

3. What was your first reaction, thought, or action?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

4. What was happening around you at the time?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

5. How do you think this event has changed you, our country and/or our world?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Name: _________________________ 9/11 Anniversary Lesson Background Reading

On September 11, 2001, nineteen al Qaeda terrorists hijacked four commercial airplanes

intending to strike the World Trade Center in New York City and targets in Washington, D.C. The

hijackers deliberately crashed American Airlines Flight 11, carrying 87 passengers and crew, into

World Trade Center 1 (WTC 1), the North Tower, and United Airlines Flight 175, carrying 60

passengers and crew, into WTC 2, the South Tower.

The hijackers also deliberately crashed American Airlines Flight 77, carrying 59 passengers

and crew, into the Pentagon, the headquarters for America’s military, near Washington, D.C. After

learning of the other attacks through cell phone calls, passengers on United Airlines Flight 93,

carrying 40 passengers and crew, launched a counter-attack on the hijackers to seize control of the

aircraft. As a result of their actions, Flight 93 crashed into an empty field in Somerset County in

western Pennsylvania, instead of the hijackers’ intended target, believed to have been the United

States Capitol building in Washington, D.C.

Immediately after the attacks, first responders, including police officers, firefighters,

members of the military, and emergency medical workers, raced to the attack sites to rescue

survivors and to offer help to people at three areas. Many of these first responders were hurt or

killed as a result of the attacks on September 11, 2001. In New York City, thousands of people

evacuated safely before both towers of the World Trade Center collapsed. In Washington, D.C. the

quick response of military and emergency personnel helped to save many lives. Tragically, nearly

3,000 lives were lost – representing the largest death toll from a hostile attack on American soil.

In the aftermath, donations of money and supplies poured in and people came from all over

the world to volunteer their help. Vigils, memorials, and prayer services were held in New York

City, Washington, D.C., Pennsylvania, and all over the world.

What role do monuments and memorials play in helping us

to remember our past?

Monuments, memorials and public spaces are critical elements of collective memory in

every society. Many nations honor those that have died in wars and their social and

political leaders in addition to commemorating important events in their history. Often

these structures serve to provide a place for the living to grieve or simply to remember.

Doing so in a public forum allows people to feel connected to history even if they didn’t

experience it firsthand.

Some monuments are large, like the Washington Monument in Washington, D.C. Some are

very small, like a marker on the highway where a car crashed. Some memorials are mostly

for simply looking at and thinking about, like statues, sculptures, or plaques. Other

memorials are buildings or places where people take part in an activity, like memorial

museums, parks, hospitals, or gardens.

The Martin Luther King Jr. National Memorial was unveiled for the first time on August 22, 2011. The memorial includes a 450-foot-ling granite wall inscribed with 14 quotations from speeches made by king, as well as a 30-foot sculpture of King. The memorial sits on the National Mall near the Tidal Basin, between memorials honoring Presidents Abraham Lincoln and Thomas Jefferson.

Monument: something built (a structure) to keep alive the memory of a person or event

Memorial: intended to honor the memory of a person or an event

Directions: For this activity, you will read about and look at images of monuments and

memorials. You will discuss their significance and how well they help people to remember

and honor the past.

The Washington Monument is located on the National Mall in the heart of

Washington, D.C. It was built in honor of George Washington, who led the country to

independence and then became its first President.

The monument is shaped like an Egyptian obelisk,

stands just over 555 feet tall, and offers views in

excess of thirty miles. It was finished on December

6, 1884. When it was built it was the tallest

manmade object on the planet and it is still the

tallest stone tower on Earth. By law, no other

structure in Washington is allowed to be taller than

this monument.

1) Whom does this monument remember?

Why?

2) What is the significance of the height of the monument and its location?


The Vietnam Veterans War Memorial was completed in 1982 and remains one of the

most-visited memorials in the nation's capital. Millions visit Washington D.C. each year

to pause and reflect in front of the black granite of what many have come to call “The

Wall.” Each of the two sides that make up the wall is 246 feet 9 inches long. At the

highest tip (the apex where they meet), they are 10.1 feet high and they taper to a height

of eight inches at their extremities. They meet at an angle of 125 degrees, 12 minutes,

pointing exactly to the northeast corners of the Washington Monument and Lincoln

Memorial. The inscription on the East Panel of the memorial reads:

1

1) What event does this memorial honor? Whom does it remember? Why? 2) What is the significance of the location of this memorial?


IN HONOR OF THE MEN AND WOMEN OF THE ARMED FORCES OF THE UNITED STATES WHO SERVED IN THE VIETNAM WAR. THE NAMES OF THOSE WHO GAVE

THEIR LIVES AND OF THOSE WHO REMAIN MISSING ARE INSCRIBED IN THE ORDER THEY WERE TAKEN FROM US.

The USS Arizona Memorial,

located at Pearl Harbor in

Honolulu, Hawaii, marks the

resting place of 1,102 of the

1,177 sailors killed on the

battleship, USS Arizona, during a

surprise attack on a US naval

base in Pearl Harbor on

December 7, 1941 by Japanese

forces. This attack resulted in the US declaring war on

Japan and joining the Allies in World War II. The

memorial commemorates the events of that day. The

sunken hull of the Arizona was left where it sank and a

small bridge was built over it. All of the names of the

sailors who died are carved on an inside wall of the

monument. This loss of life represents over half of the

Americans killed during the worst naval disaster in

American history.

1) What events does this memorial honor? Whom does this memorial remember? Why?

2) What is the significance of the location of this memorial?


On Sunday, September 11, 2011 the official National 9/11 Memorial will be opened during

a ceremony at the site of the World Trade Center in Lower Manhattan. (The memorial will

not be open to the public until September 12, 2012). The memorial consists of two square

waterfalls in the footprints of the Twin Towers, which were destroyed during the attacks on

9/11. Around the waterfalls are carved the names of all the people who died that day in

New York, Washington, and in a field in Pennsylvania. The names are divided by which

building they were in at the time of the attack or on which plane they were a passenger

during the attack. First responders who entered the Twin Towers during the attack are also

listed together. On the site, there is also a museum containing many of the artifacts collected

after the attacks and during the rescue, recovery, and clean up efforts.

1) What event does this memorial honor? Whom does this memorial remember? Why?

2) What is the significance of the location of this memorial?

3) What is the significance of the way in which the names are arranged? Is this

important? Why or why not?


Over the weekend, try to watch the 9/11 ceremonies and news coverage to help you complete the chart

below. You may wish to visit the websites for the two memorials for a more detailed explanation of their

design and symbolism. At the Pentagon website, you may want to visit the “audio tour” link under the

“Explore the Memorial” tab for pictures and an explanation of the memorial (the segment from 6 minutes

and 30 seconds to minute 13 does an excellent job of explaining everything). At the National 9/11

Memorial site, use the “Explore the Memorial” tab to bring you to an overview of the memorial itself.

Pentagon 9/11 Memorial

www.pentagonmemorial.org

National 9/11 Memorial

www.911memorial.org

What memory is the memorial

keeping alive?

Where is the memorial located?

Does the location have a special

meaning for the memory that is

being kept alive?

Is there writing on the memorial?

If so, what does it say?

What symbolism is used in

the memorial? Does this

symbolism have a special meaning

for the memory that is being kept

alive?

When a person visits the memorial,

what can she or he do? (sit, walk,

touch)

Discuss a part of the memorial that

you think is interesting or beautiful.

Write down any questions that you may have after visiting these websites.

Name _______________________________________ Period _____

8:24 Flight 11 Hijacker Transmission(audio)

In an attempt to communicate with Flight 11's cabin, hijacker Mohammed Atta mistakenly contacts air traffic control. Minutes later, he makes a second unintended transmission to ground control.

8:46 Crash of Flight 11(video, audio and photographs)

Hijackers crash Flight 11 into floors 93-99 of the World Trade Center's North Tower, killing everyone on board and hundreds within the building. The impact severs all three emergency stairwells, trapping the nearly 1,400 people at work above the 91st floor.

Investment firm Fred Alger Management and professional services company Marsh & McClennan have offices in the impact zone. Thirty-five Alger employees and 295 Marsh employees perish in the attack. Carr Futures 69 employees at work on the 92nd floor, directly below the impact zone, also perish. Trapped by debris, they are unable to evacuate. Bond trading firm Cantor Fitzgerald, floors 101-105, suffers the single largest loss of life, 658 employees.

8:59 On Board Flight 175 (audio)

As hijacked Flight 175 approaches the World Trade Center, a crew member and several passengers manage to contact loved ones and authorities on the ground.

9:03 Crash of Flight 175 (video, audio and photographs)

Hijackers crash Flight 175 into floors 77 to 85 of the World Trade Center's South Tower, killing everyone on the plane and hundreds inside the building. During its final nose dive, the plane lost altitude at a rate of approximately 5,000 feet per minute.

9:37 Crash of Flight 77 (audio and photographs)

Hijackers crash Flight 77 into the Pentagon’s western facade, killing the 59 on board the plane and 125 military and civilian personnel inside the building. A hundred and six are severely injured in the ensuing fire.

9:42 Nationwide Ground Stop

9:59 Collapse of the South Tower (audio, video and photographs)

After burning for 56 minutes, the South Tower collapses in 10 seconds, killing approximately 600 workers and first responders in the building and surrounding area.

10:28 Collapse of the South Tower (audio, video and photographs)

The North Tower collapses after burning for 102 minutes, killing approximately 1,400 in the building and the surrounding area.

1:00 pm Response at the WTC Site (audio and photographs)

Throughout the afternoon, volunteers, first responders, and construction professionals arrive at the site to search for survivors.

8:30 pm President George Bush addresses the nation.

9/11 Interactive Timeline

Name: __________________________________________________

September 11th Tenth Anniversary Directions 1. Choose a person who has a clear recollection of the events that occurred on September 11, 2001. 2. Select ____ of the 10 questions below and interview that person. 3. Record their responses to each question asked on a separate sheet of paper. These responses will be used to facilitate discussions in class on Monday. 1. Where were you when the attacks of September 11, 2001 occurred? Do you remember what you were you doing? Who you were with? 2. How did you learn of the attacks? 3. How did you react when you heard what had happened? (Physically? Emotionally?) What did you do after hearing the news?) 4. How do you think this event has changed you, our country and/or our world? 5. In your life, was there any other event that affected you the way that 9/11 did? 6. Do you think that this type of attack could happen again? Why do you think so? 7. As you think back to 9/11, is there an image or a story that stands out in your mind, from either the day of the attacks or in the days following? 8. How did 9/11 affect your sense of patriotism and your overall view of the United States? 9. Government leaders and 9/11-related organizations have designated September 11 as a Day of Service and Remembrance to honor those who were killed and encourage all Americans to do something for their community. Do you think it makes sense to connect the story and anniversary of 9/11 with community service? Why or why not? 10. Do you think that as a nation we have done a good job of making good on our promise “never to forget?” Explain.

Patriot Day in United States

Quick Facts Patriot Day is held in memory of nearly 3000 people who died during terrorist attacks in New York, Washington DC and Shanksville, Pennsylvania, in the United States. Patriot Day is an annual observance on September 11 to remember those who were injured or died during the terrorist attacks in the United States on September 11, 2001. Many Americans refer to Patriot Day as 9/11 or September 11.

What do people do? On the direction of the President, the flag of the United States of America should be displayed on the homes of Americans, the White House and all United States government buildings in the whole world. The flag should be flown at half-mast as a mark of respect to those who died on September 11, 2001. Many people observe a moment of silence at 8:46 AM (Eastern Daylight Time). This marks the time that the first plane flew into the World Trade Center.

Public life Patriot Day is not a federal holiday and schools and businesses do not close.

Note: Patriot Day should not be confused with Patriot’s Day, also known as Patriots Day, which commemorates the battles of Lexington and Concord in 1775, which were two of the earliest battles in the American Revolutionary War.

9-11 curriculum guide, k-12

Documents

school community

neighborhood community

strong emotions

time of need

symbols patriotic symbols

impersonal history

tragic event

common humanity