This lesson can be adjusted for different grade levels and abilities. It aligns with the following standards:
Reading Standards for Literacy in History/ Social Studies
Integration of Knowledge and Ideas
Standard 7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
- Students will be using a variety of information through their research including charts, graphs, news articles and texts in order to address the question of how the events of September 11th influenced the United States economy in both the short and long term.
Standard 9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
- Students will be integrating information from various sources in their research, as well as information presented by their classmates, in order to come to a more coherent understanding of the economic legacy of 9/11.
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Text Types and Purposes
Standard 2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
- Students will be writing an explanatory text about the long term and short term impact of 9/11 on a given economic topic. Students will be expected to use academic vocabulary and demonstrate knowledge of the specific economic concepts.
Research to Build and Present Knowledge
Standard 7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- Students will be conducting research using the internet as well as print articles and books in order to determine both the short term and long term economic impacts of 9/11 and will distinguish between major trends in short and long term effects. Students will be using multiple sources and will need to demonstrate knowledge of economic principles and apply those economic principles to the study of the impact of 9/11.
Standard 8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- Students will be using the internet and possibly print sources in the library to conduct research. Students will be expected to utilize their historical analysis skills to question the provenance and uses of each source and will use all of these sources together in one formal report.
Standard 9: Draw evidence from informational texts to support analysis, reflection, and research.
- Students will be using various informational texts as well as other informational sources (charts, graphs, etc.) in order to support analysis of the long term and short term economic effects of 9/11. They will also need to demonstrate reflection of these concepts in their answer to the assessment question.
Language Standards 6-12
Vocabulary Acquisition and Use
Standard 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
- Students will need to acquire and accurately use a variety of vocabulary terms for new economic themes and concepts. They will need to show understanding of these terms by applying them to their research on the economic impact of 9/11.
Speaking and Listening Standards 6-12
Presentation of Knowledge and Ideas
Standard 4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- Students will need to present their findings and evidence to the class in a way that is appropriate for both demonstrating mastery to their teacher and explaining to their classmates.