This lesson can be adjusted for use with other grade levels as well and aligns to the following standards:
Reading Standards for Literacy in History/ Social Studies
Key Ideas and Details
Standard 1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
- Students will be using textual evidence from the graphic story of 9/11, from the Frontline Film Clip and from the redacted CIA document in order to analyze those texts and determine how the events of 9/11 came to be and whether the United States government should have acted differently.
Standard 3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
- Students will look at several different documents, including a film clip, which explore the question of how the events of 9/11 came to pass. They will need to acknowledge where the texts leave matters uncertain, most notably with the redacted CIA document which deliberately leaves questions unanswered. They will need to analyze these documents and evaluate the uses and limitations of each.
Craft and Structure
Standard 4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
- Students will be exploring particular words and phrases in the redacted CIA document and will be questioning, analyzing, and discussing how these particular words conjure certain associations and affect the meaning of the text as a whole.
Standard 6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
- Students will be looking at several documents which explore the history and impact of 9/11. They will need to evaluate and analyze how different documents treat the issue differently or explore different aspects of the issue and will need to challenge each source with other evidence.
Integration of Knowledge and Ideas
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 about the history and impact of 9/11 from a variety of different sources including in-class documents, teacher discussions and discussions with their parents and adults who lived through 9/11. They will then be using all of that information to form a more coherent understanding of 9/11 and will explain, in writing, how they think 9/11 has changed the United States.
Writing Standards for Literacy in History/ Social Studies, Science, and Technical Subjects
Research to Build and Present Knowledge
Standard 9: Draw evidence from informational texts to support analysis, reflection, and research.
- Students will be using a variety of texts, both in class and for homework, in order to support a reflective analysis of how the events of 9/11 came to be and how they impacted the United States.