Lesson Plan: Sept. 11 and the Days After

Subjects:

Social Studies (U.S. History, World History, Current Events, Civics/Government, Sociology); English Language Arts

Grade Level:

6-12

Lesson Duration:

1-2+ classes/periods

Essential Questions:

• What happened on Sept. 11, 2001?
• How did Americans cope after the attacks? What were some of the public means of grieving and memorializing the victims?

Lesson Objectives:

Students will:

• Analyze the impact of the terrorist attacks of Sept. 11, 2001, through different media sources.
• Cite specific textual evidence to support analysis of primary and secondary sources.
• Draw evidence from informational texts to support analysis, reflection and research.

Materials:

• Retro Report film “9/11 Heroes: Surviving the Biggest Attack on U.S. Soil” (Transcript; Transcripción en Español)
• Student Activity handout
• Political Cartoons Slide Deck
• Music examples: (Students will need headphones)
  • “Superman (It’s Not Easy)” | Five for Fighting (lyrics and video – YouTube)
  • “Hole in the World” | The Eagles (lyrics and video – Eagles, YouTube)
  • “Where Were You (When the World Stopped Turning)” | Alan Jackson (lyrics and video Jackson, YouTube)
• Sports examples: (Students will need headphones)
  • Mike Piazza’s emotional post-9/11 home run|(MLB Vault, YouTube
  • Remembering President Bush’s First Pitch at Yankee Stadium After 9/11 | Yankees Avenue, YouTube
• Print media examples:
  • Just for Being Americans… | The Miami Herald (Sept. 13, 2001)
  • We’ll Go Forward From This Moment | Tampa Bay Times (Sept. 11, 2011; reprinting of a column from the Miami Herald written on Sept. 11, 2001)
  • Optional video: Jack Buck reads a moving speech and poem in St. Louis | MLB (Sept. 17, 2001)
  • Optional materials: Provide markers, scissors and copies of print articles for blackout poem creation.

Procedure:

Day 1

1. Begin the lesson by having students engage in a Think-Pair-Share for the warm-up question on the Student Activity handout: What do you know or what have you heard about the events of Sept. 11, 2001?
   1. After students have had a chance to share, briefly provide context and correct any misunderstandings or inaccuracies.
2. Inform students that they will watch the 12-minute Retro Report film “9/11 Heroes: Surviving the Biggest Attack on U.S. Soil” (Transcript). Each student (or small group if you prefer) is to take notes on the student handout based on only one of the following lenses to focus their viewing of the film:
   1. Editing: Focus on the way interviews, photos and video are edited together. What choices did the filmmakers make in what to show, represent or emphasize?
   2. Images: Focus on the visual experience. Take note of images that are featured. What do you notice? What choices did the filmmakers make? What is the impact of these choices?
   3. Storyline/Historical Facts: How does the story unfold? What are the objective historical facts depicted in this film?
   4. Human Behavior: How is the range of human behavior represented in this film? Where do you see the theme of choices or decision making?
3. After the film ends, have students (or groups) reflect and share responses to the following question: How was your viewing of the film affected by the lens through which you viewed it?
   1. See: Close Viewing Protocol from Facing History & Ourselves.
4. Next, students will continue to the Analyzing Political Cartoons section of the Student Activity handout. Inform them that they will look at visual commentary in the form of political cartoons. Students will choose an image from the Political Cartoons Slide Deck, and examine one or more political cartoons using the Library of Congress’ Analyzing Political Cartoons protocol (observe, reflect, question).
   1. Students are encouraged to jump back and forth across the columns as they notice and wonder about different things.
   2. Consider having students share out loud for the “Question” section to clarify and debrief.
   3. When multiple cartoons are used, have students compare and contrast their messages and persuasive elements.
   4. Library of Congress resources
      1. Political Cartoons: Finding Point of View Activity
      2. Teacher’s Guide: Analyzing Political Cartoons
      3. Fillable Primary Source Analysis Tool
   5. Alternative for younger students: Political Cartoon Analysis Sheet developed by The Colorado Primary Sources for Elementary School Collaborative Project.
   6. Depending on the skill level of students, it may be necessary to review how to interpret political cartoons. Ask students to look for key messages including labels, symbols and caricatures.
   7. What are political cartoons? An art form that serves as a source of opinion, often expressing opinions on political, economic or social issues or society at large.
   8. How to interpret political cartoons:
      1. Read the captions or labels for message and context.
      2. Determine possible people/ places/ symbols depicted in the cartoon
      3. Review some common symbols used in the United States to represent the nation, the government and political parties.
      4. Go over some specific artistic techniques used in the cartoon (i.e. symbolism, caricature, analogy, exaggeration, satire and irony). What is the artist trying to show the reader by using these techniques?
      5. Examine the artist’s viewpoint: What subject or issue is the artist commenting on? How is the subject portrayed? What feelings are evoked by the images?

Day 2

5. Students will either choose from one of three songs to do a music analysis, or choose one of two sports video clips to analyze, using the 3-2-1 strategy. Students should use headphones.
   1. Alternatively, the teacher may present one of each for the whole class to do, then have students select one of each.
6. The last module has students analyze print media in the form of an opinion editorial or commentary.
   1. Students will create a blackout poem using their chosen print media example, with the goal of expressing their thoughts, emotions and learning about the Sept. 11 attacks. If needed, introduce Blackout poems. They are created by blacking out or redacting unwanted written words with a choice of ink/coloring tools, with the purpose of drawing new meaning from something.
   2. From: What is Blackout Poetry? Examples and Inspiration (Writers.com):“Armed with your writing utensil of choice:
      1. Identify the text you want to blackout.
      2. Draw boxes over meaningful words, images, phrases, and ideas.
      3. Draw an image outline or arrows for reading the text, if necessary.
      4. Color it in!”
   3. You may want to show students some examples. See: What is blackout poetry and how to teach it | Just Add Students
   4. Either read or have student volunteers read one or more of the commentary pieces out loud, or assign a piece to students to read on their own (this is the option listed on the Student Activity handout).
   5. Then allow students the rest of class time to work on their poems.
      1. Students may copy and paste their starting text on the activity handout to create a Blackout Poem, or the teacher may provide hard copies for them.
      2. Teachers, showcase your students’ poems. Tag @RetroReport on Instagram, Facebook, Twitter, LinkedIn, Threads.

Extension Activity:

1. Students may construct their own creative work showing how people coped with grief and fear after the attacks on Sept. 11, 2001. This may be in the form of a political cartoon, an editorial, a montage, or musical event (song lyrics or performance).
2. Service Project: Sept. 11 is not only a day of remembrance (Patriot Day), it is a day of service (9/11 National Day of Service).
   1. Students may write letters to community leaders and first responders, inviting them to the school for a student-led remembrance and a meal.
   2. The list of invitees might include the fire and police personnel, the governor, lieutenant governor, state superintendent, U.S. and state senators, U.S. and State Representatives, the mayor, chambers of commerce, board of education members, etc. As time progresses, the students should begin to receive R.S.V.P.s from invitees.
   3. The students will meet with the school administration and plan a short program to recognize the guests.
   4. Students, in partnership with food services, will plan a meal to be served to the guests. Students will be in charge of the decorating.
   5. On Sept. 11, students will have an opportunity to welcome the guests. They will escort and speak to the local fire, police, EMS, civic leaders, and school officials.
   6. Upon arrival, the students and guests will perform the national anthem and Taps, and hold a short flag ceremony.
3. Observe the National Moments of Silence at 8:46 AM.
4. After the moments of silence, have the students read prepared announcements describing what occurred on Sept. 11, 2001.

About the Author:

David Kendrick teaches at Loganville High School in Loganville, Ga. He is an elected member of the National Council for the Social Studies board of directors and serves on the board of trustees for the Georgia Council for the Social Studies as a past president and its historian.

Standards

C3 Framework Standards for Social Studies:

• D1.4.6-8. Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
• D1.4.9-12. Explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. 
• D2.Civ.5.9-12. Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
• D2.Civ.7.6-8. Apply civic virtues and democratic principles in school and community settings.
• D2.Civ.10.6-8. Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
• D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
• D2.Civ.13.6-8. Analyze the purposes, implementation, and consequences of public policies in multiple settings.
• D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. 
• D2.Civ.14.6-8. Compare historical and contemporary means of changing societies, and promoting the common good.
• D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.

Common Core Literacy Standards:

6-8th Grade: Literature

• RL.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
• RL.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Information Text

• RI.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Writing

• W.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
• W.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
• W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

• SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly

Conventions of English

• L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

9th-12th Grade: Literature

• RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
• RL.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g. the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 

Information Text

• RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Writing

• W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Speaking and Listening

• SL.1: Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Conventions of English

• L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.