September 11, 2001 Teacher Resources

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Learners view a variety of pictures from September 11, 2001 either online or a slideshow. They discuss how the pictures make them feel and then complete a KWL chart highlighting what they already know about 9/11, and what they would like to know.
Students evaluate how their reactions to certain images have been altered by the events of September 11, 2001 and the subsequent world events that followed. They share their personal memories associated with that day.
Students discuss what they believe to be the state of security of the nation since September 11, 2001. Reading articles on security, they gather insight into new reports on security. They write letters to major newspapers expressing their opinions on terrorism.
Help learners examine racial profiling of Arab-Americans and Middle Eastern Americans in the wake of the September 11, 2001 terrorist attacks. They will be asked to look at beliefs, actions, and behavior towards this group of people since the attack. A major outcome is to identify concerns and explore issues that may be important, as well as offering solutions. Many resources and activities are recommended.
Students share their recollections of September 11, 2001. They conduct in-class interviews to gather information from their peers about their memories of the event to write an article, and write reflective essays.
Students examine the issues that designers and civic planners face in designing memorials to historic tragedies, wars and other events. They design memorials dedicated to the events of September 11, 2001.
Students explore how the tourism industry was affected by the events of September 11, 2001, examine the impact that tourism has on their state's economy and design aggressive promotional campaigns for local tourism to be presented to the board of tourism.
Young scholars reflect on the terrorist attacks of September 11, 2001, explore the needs of the cities and citizens of New York City and Washington, D.C. and develop an action plan for a community service outreach project that they can implement at school.
Students respond, in writing and in discussions, to statements of various world leaders about the September 11, 2001 terrorist attacks on the United States. They keep quotation scrapbooks, responding to various quotations about the attacks from the news.
Students address their questions, anxieties and other feelings about the changes in American society since the terrorist attacks on the United States on September 11, 2001 and the subsequent reactions around the world.
Learners use the Internet to research monuments. They design models of appropriate memorials which would honor the victims of the September 11, 2001 attacks on the World Trade Center in New York. They complete oral presentations that explain the designs.
Students explore what impact the terrorist attacks of September 11, 2001 had on nine different American novelists. They write and share their own thoughts and feelings, then consider the role writing plays in their own lives, particularly in times of tragedy.
What is a primary source and can an oral testimony be one? Older learners will compare and contrast stories from family members on their perspectives on what happened on September 11, 2001. Then they will compare the stories to see if there are different views after the incident. The goal is to have the student create an accurate record of the event, thus understanding the roles of historians, curators, and archivists.
Students assess the ways in which editorial cartoons offer insight into events that shape our world, specifically focusing on the September 11, 2001 terrorist attacks on the United States.
Learners explore German intelligence data used in an independent commission's investigation into the events of September 11, 2001. Students research the various political bodies, intelligence agencies, terrorist networks, and geographic locations connected to the events of September 11, 2001 to create a guide to understanding the investigations.
Students explore the White House response to Richard A. Clarke's testimony and apology to the commission investigating the events of September 11, 2001.
Students participate in a "fishbowl" discussion to address the notions of government and intelligence accountability for the September 11, 2001 terrorist attacks on the United States. They write letters to the President of the United States articulating their perspectives on September 11 inquiry.
Young scholars explore civil liberties as they relate to the events of September 11, 2001 and the months that followed, and discuss how these circumstances may or may not have altered the rights of American citizens and foreigners visiting the U.S.
Students compare and contrast the events of the Pearl Harbor Attack and the attack on September 11, 2001 by examining the similarities and differences between these two events.
Learners discuss what they know of the events on September 11, 2001. They read the book September 11, 2001: A Simple Account for Children by Nancy Poffenberger and Vall Gottesman. They discuss how the events of that day makes them feel.

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September 11, 2001