Brief history
The September 11 attacks were a string of four discreetly coordinated attacks by the Islamist terrorist organization, Al-Qaeda on the United States on September 11 2001. Officially, the attacks killed at least 2,996 people and caused injuries to more than 6,000 people. The attacks caused $10 billion in property damage and at least $3 trillion in total costs. 19 members of the terror group carried out the attacks. The terrorists hijacked four passenger airliners operated by American airlines and united airlines. Two of the airliners crashed into the north and south towers of the 110-storey World Trade Center building causing them to collapse with the debris and resulting fires causing total or partial collapse of other buildings at the world trade center complex. One of the airliners crashed into the pentagon while the fourth crashed into a field in Pennsylvania after passengers tried to subdue the hijackers.
Importance of lesson plan to grade 12 students
For those of us who survived September 11, 2001, recall what we did, how we felt, and where we were when we got the news. What's more, we know that the impact of September 11 goes a long ways past the large number of lamentable deaths that happened that day. The attacks have had extensive consequences running from expanded airport security to oppression Muslims and Arab-Americans to the wars in Afghanistan and Iraq in which several thousands have died. In short, the events of 9/11 have changed the history of the United States and the world at large.
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For educators, the task of teaching students these events requires careful analysis. In any case, for a large portion of our students, September 11 is only that: history. Numerous were not by any means conceived and the rest were very youthful when the attacks occurred. Each year on September 11, ceremonies are held across the country to honor and remember those who lost their lives as victims or as servicemen trying to rescue the injured. Unfortunately, for most students who were not born or were very young, they do not realize the importance of this day.
Thus making students appreciate the importance of this day in history is very important. This will help them to even make wise decisions when it comes to issues related not only to 9/11 but also to terrorism at large. As educators of civics and government, it is important to let students understand the real issues. As educators, we can let students understand the real and perceived reasons that led to the terrorist attacks that killed almost 3,000 individuals, modified the horizon of Manhattan and the direction of the United States perpetually.
This is because the profundity and expansiveness of 9/11 lessons have changed in the course of the most recent decade and a half as less and less students recollect the day. Although the teaching of 9/11 has turned out to be to a lesser extent a sensitive topic – however it's still exceptionally sensitive – and to a greater degree a truly helpful approach to motivate children to begin thinking like historians. We can make students to be able to interview a grown-up about what they recall around 9/11. After students share their meetings, it becomes easier for educators to give brief lessons about how the occasion has influenced where the nation is today, before returning to the start of U.S. history in Jamestown, Virginia, in the 1600s.
Regrettably, it is difficult for most educators to teach about past events especially when less and less students have a recollection of that day or lack interest or do not understand its significance not only in their lives but in their studies and future careers too especially when such a career is associated with international politics. In addition, for different educators, making sense of how to teach the occasions of 9/11 is testing, largely in light of the fact that there are no official guidelines.
However, this should be a motivator to teach because this gives chance to improved learning and an opportunity that educators and students should seize. Particularly when the occasions are sensational, students may take in biased, incorrect, and emotionally charged information. Some portion of our main goal as educators in an equitable society is to right misinformation, encourage keen exchange, and build up our students' capacity to think critically, which incorporates asking great inquiries. On the off chance that we do not do this, who will?
Conclusion
September 11 incites compelling feelings, and parts of the occasion and its result are dubious. Contention is at the heart of most liberal democracies. Educating youngsters for investment in a law-based society implies inviting debate into our classrooms and working with it. We do that by helping our students create propensities for exchange and civil discourse in which they share their perspectives, listen deferentially and kindly while others share theirs, occasionally alter their opinions, and, on different events, settle on a truce. In any case, take note of that the September 11 episode is a disputable issue that may mix up negative sentiments about Muslims and Arab-Americans, and prompt to teasing and harassment in school. Along these lines, be careful while managing the topic.
Referenceі
National Constitution Center. (2016). 9/11: A Nation Remembers Lesson Plan . Retrieved on November 16, 2016 from http://constitutioncenter.org/learn/educational-resources/search-resources/search-resources-results?cat-grade=twelve
