Lesson Plans
Commemorating 9-11 and the Hands On America Project

Tracy Paxton
Rivermont Collegiate Middle School

Grades: 6-8 (Adjustable for K-5 and 9-12)
Subjects: Geography, Social Studies, Language Arts, Current Events, Life Skills

Overview of Lesson Plan:
In this lesson, students will take part in several group discussions in regards to their knowledge of 9-11, academic and current events about 9-11 and how to prevent tragedies like 9-11. In conclusion, students will design a project which will commemorate 9-11.

Suggested Time Allowance: 3 – 50 minute class discussions
2 – 50 minute project periods

Objectives:
Students will:

•Elaborate on their emotions, knowledge, etc. of events of 9-11 and what has transpired in the last year in regards to the topic.
•Examine cultural beliefs, historical data, politics, geography, and current events pertaining to this topic.
•Discuss how we, as citizens and individuals, can prevent such tragedies from happening again.
•Formulate a project that commemorates the 9-11 attacks.

Resources/Materials:
• A comfortable area where students can move easily into small and large discussion groups
• A board, overhead and markers
• Pens, pencils and paper
• World map
• Computers with Internet access
• Be ready to go to the store to buy supplies for “the project” student’s plan

Activities/Resources:

DAY 1
1. In a large group, discuss the expectations of this assignment with students. (See Lesson Overview)

2. Have the students listen to the song Where Were You When the World Stopped Turning, That September Day by Alan Jackson. While students are listening to the words, ask students to try to remember what they were doing and how they were feeling on that day. At the end of the listening activity, give students 3-5 min. to reflect on the last year and the terrorist attacks that have happened through out the world. Encourage them to write down their thoughts, providing a safe and non-judgemental environment, open the floor for discussion about what they wrote. You may want to model expectations by volunteering yourself first.

3. After the discussion, draw a KWL chart (Knowledge Poll) on the board (See Example) and ask students to do the same on their paper. Using the questions on the chart to guide you, model for the students how the KWL works.

Example: K W L
What do you KNOW WHAT would you like What have you
about 9-11 and/or the to know about 9-11 and/ LEARNED about
the last year? or the last year? 9-11 and/or the
last year?

Al Qaeda took responsibility for the Do Osama and the Al Qaeda
9-11 attacks. have connections with Saddam?

Al Qaeda supporters protect Osama What part of the Middle
Because they feel he is a Holy man East does Al Qaeda operate
out of?

There were four planes and three Had New York and the
successful attacks Pentagon been targets of
attacks before?

With the remaining minutes in class and as homework, students are to fill out the K & W parts of this
chart.
Each student must have at least five (5) W’s for tomorrow’s discussion. Encourage students to use the
Internet to find answers to the questions they may have.

DAY 2
1. Using an overhead projector with a KWL chart on it have student take turns sharing their knowledge and questions. Explain that everyone will get a chance to share their K & W, however, if someone has an “L”, or answer to a question, he or she should wait until all are done with the first round of K & W. This exercise is an excellent way to have an ongoing means for questions and answers. Display the chart with students information and use it frequently through out the week.

2. Working in small teams (2 or 3), and using the Internet, have students compare and contrast the United States with Al Qaeda and Middle Eastern Countries. Specify countries, as each country has a different government and Al Qaeda is not associated with all middle east countries. (To save time you might assign half the groups a-c and the rest d-f.) On the board write:
United States Al Qaeda Middle Eastern
a) Cultural Beliefs Countries
b) Religion
c) History of people
d) Politics
e) Geography
f) Current events
(more categories may be added)

At the end of class, ask students to continue work on this in Study Hall or at home. Their job is to piece together why something like 9-11 happened between these groups. Also, is the feeling among Middle Eastern Countries the same as that of Al Qaeda? Be ready to hypothesize next class time.

DAY 3
1. Using an overhead projector, in a large group format, ask students to share their findings from the DAY 2 homework and hypothesize on the problem(s).

2. Reflect on what the students have learned and thought about over the last two days. In groups of four (4), ask students to explore the possibilities of what people can do to help prevent these tragedies from happening ever again. Encourage the students to consider several different groups or individuals (such as themselves, senior citizens, military, etc.) and what a difference each can make. Stress that even as individuals they CAN make a difference and together we can all make a difference. Some examples may be: the military=Homeland Security; a citizen=educate others and discourage stereotyping.

3. For homework, students are to discuss with family and friends the information they have learned over the last two days. Students should explain what the assignment was, and that now they are to create a “project” to commemorate the day America was attacked. Seek out suggestions for both solutions to the problem and ideas for the project. Come to class ready to discuss both.

In addition, assign an informative essay which will include: student’s initial feelings about the news of the attacks, at least five things they have learned from their discussions, and what they feel would be most helpful in preventing this from happening again. The papers are due in two (2) days.

DAY 4
1. In a large group, report on what the small groups and individuals found or decided would be helpful in preventing tragedies like 9-11. This could be a very informal, but powerful activity. Use it to empower them to make changes.
2. In a large group, ask for suggestions for the project. Write every idea down on the board. Be sure to discourage judgmental comments and encourage reaching for the stars….they can do anything! After all ideas are posted have the class (secret ballot) vote for their top three. Tally and then list those top three. Give students time to elaborate details for the three, then re-vote for just one.
3. Organize a plan to proceed with the project and use the remaining class time to work on it.

DAY 5
1. Collect informative essays
2. Complete memorial project

Further Questions:
• What should we do with our project once it has been presented at the anniversary memorial?

Evaluation/Assessment:
• Students will be evaluated through anecdotal records using class discussion and small group participation as the information assessed. The students’ knowledge of the material will be evaluated through their informative essay.
• See APPENDIX A for the ongoing assessment of the memorial project:

Vocabulary:
Memorial, Al Qaeda, Afghanistan, Middle East, Saddam Hussein, stereotype, culture, Islam, Musslim, Right wing, Taliban

Extention Activities:
1. Examine song lyrics that were written about the 9-11 attacks. Try Courtesy of the Red, White and Blue (The Angry American), by Toby Kieth
2. Instead of an informative essay, encourage each student to choose a medium through which they would like to express their emotion and/or display their knowledge. (poetry, song, art, speech, etc)
3. Show the “Rebuilding…” video by PBS. Discuss the issues and symbolism brought up in the video.
4. Educate another group of people: students, administrators, government, parents, etc. about what has been learned. (Through a play or speech, anything they choose)
5. Discuss the United States military involvement in other areas of the world and how they, as U.S. citizens could foster and encourage peaceful and prosperous relationships.

Interdisciplinary Connections:
Music: Creating lyrics and melodies. Examining songs about the attacks.
Art: Using many media to express thoughts
Theatre: Write and perform a play
Math: Make charts or bar graphs of the costs, of lives lost, of the number of countries that lost citizens in the World Trade Tower attacks and compare to other catastrophic events

Academic Standards:
•McREL Standards
•Achieve’s website, Iowa and Illinois Standards

APPENDIX A
The class decided to make an 86 in. X 76 in. flag for the memorial. The red stripes were made from each of our student’s handprints (with red paint). This represented us reaching across America. The 6th grade students then placed a word or symbol for peace, hope, or love within each star. There were over 10 languages represented in the stars. The students felt it was important to represent the diversity in United States. The stars spread our message of peace and hope.

In October 2002, the Hands On America Project was sent to former New York City Mayor Rudolph Guiliani. The students wanted its travels to begin with him because of the strength and commitment he gave to his people during the 9-11 aftermath. From New York City, the project traveled across the country, visiting many different areas of the United States. It arrived back at Rivermont Collegiate August, 2003. The package contained the flag as well as pictures, postcards and news articles chronicling its travels in a beautiful scrapbook.

We enjoyed learning about the places the flag had visited. It seemed everyone enjoyed having the flag; so we decided to send it out again. The Quad Cities community, where we live, helped us decide where it should go next. This was accomplished through polling viewers during newscasts on our ABC affiliate, WQAD. They did an extensive story about the flag and our class, and asked viewers to email suggestions about where the flag should go next. The class took the suggestions and voted on where to send the flag next.

In November 2003 the flag was sent to SSgt. C.D. Schmied (a local soldier) and his crew at the Al Dhafra Air Base located in the United Arab Emirates. C.D. and his crew flew the Air Force’s KC-10A Extender which is the nations premier aerial refueling aircraft. The crew’s mission was to support our country’s Global War on Terror through Operations ENDURING & IRAQ FREEDOM. Our flag flew with them on two separate missions over Iraq and Afghanistan. The whole airbase was involved, taking wonderful aerial shots, ground pictures and even writing an extensive article for the front page of the Air Force Print News Today.

The flag returned safely in December 2003. In February 2004, it began another journey out into our world. This time, we sent the scrapbook with all of the information and included a journal and CD ROM providing the news broadcasts about the flag and our class, outstanding pictures from C.D. and his crew as well as pictures we have taken. It is expected to return by late August (2004), just in time for its third annual memorial of the 9-11 attacks. We are anxious to see where it has traveled. Though we know the flag project will someday be given to a 9-11 museum, we will continue to send it out to the world and spread our message of peace and hope.

Our hearts are large and our voices loud.