Guidelines for Teaching the 9/11 Lessons
The original guidelines below were written specifically for September 11th-focused lessons and school activities and/or commemorations around the anniversary date by Colleen Tambuscio, New Milford High School, NJ.
- Develop a rationale for the lesson that aligns with your school goals and school curricula
- Examine existing 9/11 anniversary projects or school wide commemorations
- Unify a school approach – make it an inclusive school event
- Identify the background information needed by the students and/or teachers to accomplish the goals of the lesson.
- Develop a basic historical overview to meet the needs of your students. Do not assume they have the historical knowledge.
- Be sensitive to the religious diversity in your community and school and choose language carefully when referring to the perpetrators.
- Educators should be mindful of stereotyping the Muslim community in particular and how this could have an impact upon students.
Preparing for the lessons
- In researching the subject matter of 9/11 and terrorism, provide a list of acceptable websites or print materials for the research (on this website).
- Avoid articulating personal or political beliefs in reference to 9/11 and terrorism by choosing language and text carefully.
- Monitor and choose audio-visual materials carefully.
- Choose materials that clearly meet the goals and objectives of the lesson.
In the Classroom
- Identify students in the class who were affected by 9/11, terrorism or violence to assist in building a lesson that will appropriately respond to their needs.
- Be sensitive to the vulnerability of students who have a history of trauma and how they may connect 9/11 to their personal experiences.
- Avoid having students engage in educational activities that simulate or act out the roles of terrorists, perpetrators, bystanders, upstanders, etc.
- The current thinking on this matter addresses the issue that simulating an event of this magnitude and asking students to respond to the simulation is unrealistic and pedagogically flawed.