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9/11 Lesson Plan
2nd- 3rd Grade Timeline of 9/11
Objectives:
Students will become familiar with the order in which the tragedies of
September 11th took place. Students will understand why the events of
9/11 are important for US history. Students will create visual works of
art to represent the major events that took place on September 11th,
2001.Concepts Taught: Students will learn about the series of events that cumulated to become the tragedy known as 9/11. Students will learn how to create a timeline using posters/visual representations of events rather than just words and numbers. Materials Needed/Resources: Teacher Materials Student Materials Poster board for each group of students Markers, crayons, or colored pencils Library books, text books, and other resources for students to use for research Photographs of some events of 9/11 Bulletin board to hang finished posters on Advance Organizer: Since this is the second lesson in the unit, students should have a pretty good idea that they will be talking about 9/11. To refresh their memory, hold up some actual photographs of some of the events, such as the first plane hitting, the second plane hitting, the towers after they have fallen, the plane in the middle of the field in Pennsylvania, etc (make sure that the pictures aren’t too graphic, since this is a group of early elementary students.). Ask the students while you are holding the pictures up what the photos are actually of. Methods: 1. After the student’s attention is focused on the events of 9/11, tell them that their job for the day is to investigate what exactly happened on that day. Tell them that they are going to be creating a timeline of the events so that they are better able to understand what actually happened that day. 2. Assign each pair or group of students to one event: o 8:46am- AA 11 crashes into the north tower of the WTC o 8:48am- first news broadcast on TV that the WTC was hit o 9:03am- UA 175 crashes into the south tower of the WTC o 9:37am- AA77 crashes into the pentagon o 9:57am- passengers on UA93 begin to revolt o 10:03am- UA93 crashes in a field in Pennsylvania 3. Allow students to research their topic in books, texts, and using the internet. Make sure that there are plenty of resources available for the students to use and get ideas for their posters. 4. The students will illustrate their event on a sheet of poster board. The poster should: o Be titled o Have the actual time the event took place o Illustrate the event clearly 5. Once the students are finished with the posters, devote a bulletin board to the posters. Put the posters up in chronological order. 6. Once the posters are hung up, allow the groups to explain their event to the rest of the class. This will create a visual timeline of the events of September 11th, 2001. Closure: Allow the students some time to talk in their group about the other posters and the timeline as a whole. Guide their discussion- Why are these all important events? Do you think any of them could have been avoided? Do you know any other important events that weren’t covered? After a short discussion, make sure that the posters are left up so that they can be used as a reference for the rest of the unit. Assessment: The students will be graded informally based on how well they work in their pair or small group and more formally on the finished poster. The poster should: o Be titled with the event o Have the time of the event written clearly o Accurately depict the assigned event Standards addressed: o 16.B.1b (US) Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln’s Birthday, Martin Luther King’s Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans’ Day, Thanksgiving). o 14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others. o 26.A.1e Visual Arts: Identify media and tools and how to use them in a safe and responsible manner when painting, drawing and constructing. o 26.B.1d Visual Arts: Demonstrate knowledge and skills to create visual works of art using manipulation, eye-hand coordination, building and imagination. Special needs students accommodations: ADHD For a student with ADHD, it would be helpful to have him/her work with a partner on the poster. The could also assist the teacher in holding up the pictures from the events in the motivation section of the lesson. |