Remember September 11

(9-12)

Exploring 9/11 in Historical,
Cultural and International
Context (n47)

Theme covered:

Historical Context/International Relations

Overview of activity:

Like most international conflicts, the root causes of 9/11 go far back in history and are themselves a lesson in how actions taken in the past affect us today. The first part of this unit asks students to trace the similarities and difference among three major religious groups in Western history and connections to the events of 9/11. What is it about the United States that makes it and its people frequent targets for terrorism? This is a puzzle to many Americans.

In the second part of this unit, students will examine surveys of public opinion in other nations and identify reasons, factors, and events that shaped, and continue to shape, these attitudes.

The attacks on the United States on September 11, 2001 have frequently been referred to in the media as "unprecedented." This third portion of the unit permits students to compare this attack with other human-induced calamitous events in history and examine whether technological change in communications, transportation, and weaponry have altered terrorism.

In addition, this unit includes two extensions that teachers may use as part of the lessons or alone. The first permits students to consider a longer historical view of the attack and consider how images are used in shaping and commemorating seminal events in history. The second examines the issue of war making in the American government, focusing specifically on the War Powers Act of 1973.

Objectives of Activity:

• Recognize and describe the basic ideas of the three religions
• Use maps to identify the spread of the religions and location of that growth; cities important to each religion (Mecca, Medina, Jerusalem, Rome) (1000 CE, 1500 CE, 2000 CE)
• Develop a visual display to describe the relationships between the three major religions over time.
• Recognize how events in the centuries old conflict between the three major religions of the West are connected to the attack on the United States in 2001
• Conduct research on events in the past
• Draw conclusions from data and create hypotheses
• Develop an argument with supporting data
• Identify how people in different parts of the world view the United States
• Explore reasons for the divergent views
• Develop policy ideas that might alter views of the United States' position in the world
• Place the events of September 11^th in context with other attacks
• Evaluate the historical significance of the September 11^th attacks
• Apply evidentiary skills and analysis

Subjects with which this lesson interfaces:

History, Civics, Government, English/Language arts (portions), Geography (portions)

Estimated time of activity:

The entire unit would require a minimum of three blocks (90 minutes each), but would more likely consume four blocks. Each portion of the unit, however, may be taught as a single lesson. Additionally, each lesson may easily be modified for time constraints and abilities of students.

National educational standards that this lesson meets:

Civics

Standard 9: Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy

2. Understands the interdependence among certain values and principles (e.g., individual liberty and diversity)

3. Understands the significance of fundamental values and principles for the individual and society

Standard 11: Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society

2. Knows different viewpoints regarding the role and value of diversity in American life

3. Knows examples of conflicts stemming from diversity, and understands how some conflicts have been managed and why some of them have not yet been successfully resolved

4. Knows why constitutional values and principles must be adhered to when managing conflicts over diversity

History

Standard 2: Understands the historical perspective

5. Understands that the consequences of human intentions are influenced by the means of carrying them out

6. Understands that change and continuity are equally probable and natural

10. Understands how the past affects our private lives and society in general

11. Knows how to perceive past events with historical empathy

Language Arts

Standard 1: Uses the general skills and strategies of the writing process

10. Writes descriptive compositions (e.g., uses concrete details to provide a perspective on the subject being described; uses supporting detail [concrete images, shifting perspectives and vantage points, sensory detail, and factual descriptions of appearance])

11. Writes reflective compositions (e.g., uses personal experience as a basis for reflection on some aspect of life, draws abstract comparisons between specific incidents and abstract concepts, maintains a balance between describing incidents and relating them to more general abstract ideas that illustrate personal beliefs, moves from specific examples to generalizations about life)

Standard 2: Uses the stylistic and rhetorical aspects of writing

1. Uses precise and descriptive language that clarifies and enhances ideas and supports different purposes

Standard 8: Uses listening and speaking strategies for different purposes

2. Asks questions as a way to broaden and enrich classroom discussions

4. Adjusts message wording and delivery to particular audiences and for particular purposes

Standard 4: Gathers and uses information for research purposes

1. Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis)

* Standards provided by McRel (http://www.mcrel.org/)

Instructional details on this Lesson Plan are available by clicking on:
Exploring 9/11 in Historical Context*

Developed by:
James McGrath Morris, West Springfield High School and
Kathleen Anderson Steeves, PhD, George Washington University

Click here to view all of the 9*11 As History Lessons