This Lesson of the Day will assist put together college students to take part in our reside panel on Sept. 30 at 1 p.m. Eastern about how Sept. 11 formed the technology that grew up in its aftermath. You can register for the occasion right here, and you’ll submit your questions right here — we’d use them throughout the panel.
Featured Article: “How Students in 12 Countries Are Taught About 9/11” by Damien Cave and Yousur Al-Hlou.
“For those born after Sept. 11, 2001, there are no memories of that dark day to shape their views. There is only education — formal, and informal.” So begins the featured article by Damien Cave and Yousur Al-Hlou.
For the 20th anniversary of Sept. 11, two Times journalists sought to find how the terrorist assaults and the wars that adopted have been being taught. They interviewed college students born after the assaults in 12 nations and examined textbooks from throughout the world to search out the reply.
In this lesson, you’ll study how Sept. 11 is taught throughout the globe — in nations like Russia, South Africa, Venezuela and the United States — and evaluate your individual instructional experiences with these featured in the article. In Going Further actions, we invite you to design a lesson to show others about the tragic day and its aftermath, and to write down questions for Ms. Al-Hlou, who will likely be becoming a member of us throughout our reside panel for college students.
Part 1: Share your ideas and experiences.
What have you ever discovered about Sept. 11 — in and out of faculty?
Before studying the featured article, take into consideration your individual experiences studying about the Sept. 11, 2001, terrorist assaults on America utilizing the following prompts as a information:
What have you learnt about the occasions that occurred on Sept. 11? Where did you study them?
How have your colleges and textbooks addressed Sept. 11? Do you’re feeling you have got gotten a full image of the tragic day and its aftermath? What views, if any, do you suppose are lacking or needs to be added? What questions do you have got about that day and what occurred subsequent?
What does Sept. 11 imply to you? Is it principally a “dry history lesson” or does it resonate for you in deeper methods? Have the occasions of Sept. 11, and their aftermath, affected you personally in any manner? If so, how?
What impression did Sept. 11 have in your world? How do you suppose the assaults and their aftermath have formed your technology as a complete?
If you’d like to affix a dialog with different college students, share your ideas in our associated Student Opinion immediate.
Part 2: Watch a brief video of college students from round the world sharing tales about their 9/11 schooling.
Watch the first embedded video in the featured article, “What did you learn about 9/11 in school?” Then, reply to those questions:
What did you discover? What commonalities or themes did you hear in the college students’ tales?
Which scholar quote stands out to you most and why?
Compare your individual experiences that you just wrote about in the first half of the warm-up with these of the youngsters in the video. How are they related or completely different?
Questions for Writing and Discussion
Read the featured article, then reply the following questions:
1. Watch the 5 different quick movies embedded all through the article. Which quotes stand out to you and why? What query would you need to ask any of the college students?
2. Look at the textbook pages from Germany, Russia, South Africa, the United States, Sweden and South Korea featured in the article. What do you discover about their depiction of Sept. 11? In what methods are they related and completely different? Biz Herman, who has collected 850 textbooks from 90 nations, is quoted in the article:
“What are textbooks and what are they for?” Ms. Herman asks. “It would seem simple: that it’s for educating kids. But it’s actually for setting national agendas, for sharing a particular narrative. And sometimes it’s for educating kids.”
What does Ms. Herman imply by textbooks “setting national agendas”? Do you agree? In what methods have your individual textbooks mirrored a nationwide agenda?
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three. Xolisa Nohenda, 17, a 12th grader in Johannesburg, stated most of her friends believed that America “plays a big role in defending people.” Others interviewed by The Times had “a sense of deep skepticism” about American motives. What does Sept. 11 and its aftermath educate you about the United States?
four. The college students from round the world informed The Times that they needed their academics and colleges to go deeper into 9/11. Many gave low grades, even F’s, to their schooling. Do these criticisms resonate with your individual experiences studying about Sept. 11? How would you wish to see this topic taught? What questions do you continue to have about the terrorist assaults and their aftermath?
5. What is your response to the article? What did you discover most stunning, memorable or affecting? Does it change how you consider Sept. 11 and its impression in your technology, the United States and the world?
6. The article concludes with a dialogue of the challenges and necessity of instructing about Sept. 11, starting with a quote from Mujtaba Ali al-Saadi, an 18-year-old highschool senior in Iraq:
Mr. al-Saadi, in Baghdad, stated he might perceive why so few academics needed to show about 9/11. “When something hurts you, or crushes you from the inside, then of course you don’t talk about it,” he stated.
And but, he and lots of others argue, that trauma is precisely why the topic should be taught. To course of the ache. To be taught from the failures. To assist the subsequent technology do higher than the final.
Do you agree that “trauma is exactly why the subject must be taught”? How vital is it that we proceed to show about Sept. 11 to at present’s college students who didn’t straight expertise the day? What classes do you suppose college students can acquire?
Design a lesson to show college students about 9/11.
Imagine you might be requested to show a lesson about Sept. 11. What elements of the day and its aftermath would you concentrate on? What would you hope college students would acquire out of your lesson?
Create an overview, slide present or full lesson plan in your visitor lesson meant for friends or youthful college students.
As you design your lesson, preserve in thoughts Mr. Cave and Ms. Al-Hlou’s assertion:
Across the board, college students born quickly after Sept. 11, 2001, informed us they longed for his or her academics and faculty methods to embark on a deeper dive into the topic, from the historic context main as much as the assault all the manner by means of the long-term impression.
How would you deal with these issues in your lesson? How are you able to assist college students to dive deeper into Sept. 11, to higher perceive why it occurred and its long-term impression? How would you stability factual info with an energetic and fascinating expertise for college students? How may you draw in your college students’ information, experiences, views and questions?
For extra info and analysis on the subject, a very good place to start out is our useful resource, “10 Ways to Teach About 9/11 With The New York Times.” Or you may need to take a look at The Times’s Sept. 11, 2001, Topics web page.
When you might be completed along with your lesson designs, share them along with your class — and maybe you’ll have a chance to show your lesson plan in your historical past class or library.
Additional Teaching and Learning Opportunities
Register now for our reside panel about the post-9/11 technology that includes Yousur Al-Hlou and Biz Herman. What would you wish to ask them about at present’s featured article? Record a brief video of your query and it could be performed reside at our webinar. In addition, share a video about your individual experiences studying about Sept. 11, or your response to our Student Opinion immediate, “9/11 Happened Before You Were Born. What Does It Mean to You?”
Critique a textbook and its portrayal of Sept. 11 and its aftermath. What are its strengths and weaknesses? What info and factors of view have been included or excluded? Do you suppose the e-book offers a deep dive into the topic, from “the historical context leading up to the attack all the way through the long-term impact”? What beliefs, values and beliefs — whether or not implicit or specific — does it talk about the United States and the world? In what methods does it mirror a “national agenda”? What views and particulars would make the illustration of Sept. 11 extra partaking or enlightening for college students?
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