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\n\"September\n\n
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\nLesson Planet Curated\n
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\nSeptember 11th\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nSeptember 11, 2001, is another day that will live in infamy. The resources in this collection examine the events of that day, the repercussions, and the tributes.\n
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\n\"Pearl\n\n
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\nLesson Planet Curated\n
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\nPearl Harbor Classroom Activities\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nPresident Franklin D. Roosevelt’s “Day of Infamy” speech is the focus of a seven-lesson series that has young historians researching information about the December 7, 1941 Japanese attack on Pearl Harbor. Using both an audio version of...\n
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\n\"Terrorism\n\n
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\nCurated OER\n
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\nTerrorism and General Information about September 11, 2001\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents 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...\n
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\n\"September\n\n
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\nCurated OER\n
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\nSeptember 11, 2001\n

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\n\nFor Students\n\n6th - 8th\n
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\nIn this word search activity, students search and find vocabulary\nwords as they relate to the day September 11, 2001. Words may be located forward,\nbackward, up, down, and diagonally.\n
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Instructional Video5:23
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\nC-SPAN\n
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\nOn This Day: September 11, 2001\n

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\n\nFor Students\n\n7th - Higher Ed\n\nStandards\n
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\nSeptember 11—another date that will live in infamy. Using news footage from that day, as well as interviews with government officials who helped guide the United States during the attack, pupils learn about the tragic events. Additional...\n
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\n\"Proud\n\n
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\nProud to Be of Service\n

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\n\nFor Teachers\n\nK - 12th\n
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\nObserve the National Day of Service and Remembrance with a service learning lesson plan. After discussing the events of September 11, 2001, learners plan and implement their own service learning project in honor of American...\n
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\n\"Casting\n\n
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\nCasting a Wary Eye?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nHelp 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...\n
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Instructional Video6:20
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\n\"9/11\n\n
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\nCurated OER\n
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\n9/11 Attack\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nA chilling report from NBC news on September 11, 2001. The most impressive thing about this video is the fact that it was filmed on the actual day of the attacks. Along with footage of the attacks, viewers also get a sense of the...\n
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\n\"9/11\n\n
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\n9/11 Essay Questions\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nAfter reading about the events of September 11, 2001 learners can think critically with the aid of nine interesting questions. They answer each question in a full sentence and answer as if they were confronted with these questions at the...\n
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\n\"Pearl\n\n
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\nFranklin D. Roosevelt Presidential Library & Museum\n
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\nPearl Harbor Activity #3: Public Opinion Word Cloud\n

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\nAs part of a study of the December 7, 1941 attack on Pearl Harbor, young historians imagine the feelings of those who lived during the attack by creating a word cloud of 10 words they think express the emotions of people at that time....\n
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\n\"Patriot\n\n
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\nMiama-Dade County Public Schools\n
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\nPatriot Day September 11, 2011\n

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\n\nFor Teachers\n\nK - 12th\n\nStandards\n
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\nWhile many of our learners may recognize the date of September 11, 2001 in the United States, most will not be able to personally recall what transpired. On Patriot Day, introduce your young learners to the events, aftermath, and...\n
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\n\"Preventive\n\n
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\nDeliberating in a Democracy\n
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\nPreventive War\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\n\"Those who knocked these buildings down will hear from all of us soon!\" - George W. Bush. Scholars investigate and analyze the events of September 11, 2001 in ushering in the Bush Doctrine on foreign policy. Using primary documents as...\n
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\n\"Pearl\n\n
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\nFranklin D. Roosevelt Presidential Library & Museum\n
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\nPearl Harbor Activity #6: December 7 and September 11 - Infamy Twins?\n

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\nWhy did attackers on December 7, 1941, and on September 11, 2001, choose the targets they did? That is one of several questions young historians try to answer as they compare and contrast the two attacks. They also consider the...\n
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\n\"Expanding\n\n
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\nExpanding FBI Surveillance Powers After September 11, 2001\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the guidelines put out by the FBI to follow during federal investigations. In groups, they discuss the decision by the FBI to increase surveillance after the terrorist attacks on September 11. They share their opinions...\n
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\n\"Addressing\n\n
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\nCurated OER\n
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\nAddressing Student's Questions in the Aftermath of the Terrorist Attacks\n

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\nStudents discuss peacemaking. In this political policy and emotions lesson, students explore ideas for expressing feelings in the aftermath of September 11, 2001. Students reflect on punitive and restorative justice.\n
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\n\"Long-Lasting\n\n
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\nLong-Lasting Impressions\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners 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.\n
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\n\"The\n\n
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\nThe Write Response\n

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\nStudents 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,...\n
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\n\"The\n\n
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\nThe Power Of Words\n

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\nLearners 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...\n
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\n\"Reaching\n\n
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\nReaching Out\n

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\nStudents 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...\n
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\n\"There's\n\n
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\nThere's No Place Like Home\n

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\nStudents 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...\n
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\n\"Troubled\n\n
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\nTroubled Times\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents 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.\n
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\n\"Drawing\n\n
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\nDrawing on Terror\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents 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.\n
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\n\"In\n\n
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\nIn Memory\n

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\nStudents 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.\n
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\n\"Safe\n\n
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\nCurated OER\n
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\nSafe and Secure: More or Less?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents 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...\n
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