September 14, 2001

SPEAK OUT!
Examining the September 11, 2001 Terrorist Attacks on the United States Through Editorial Writing

Grades:  6-8,9-12

Subjects:  Current Events, Journalism Language Arts, Social Studies

Related New York Times Article
"EDITORIAL: Allies Against Terror, September 14, 2001", September 14, 2001

Overview of Lesson Plan: In this lesson, students consider their opinions on various topics and issues related to the terrorist attacks on the United States on September 11, 2001. Then, focusing on one specific topic, each student supports his or her opinions in a well-supported editorial.

SUGGESTED TIME ALLOWANCE:  45 minutes

OBJECTIVES:
Students will:

  1. Support their views on what they feel President Bush now must do in the wake of the terrorist attacks on the United States; discuss how newspaper editorials differ from articles.
  2. Explore some of the United States' challenges in creating an international coalition against terrorism by reading and discussing the editorial "Allies Against Terror."
  3. Brainstorm topics and issues that have arisen from the September 11, 2001 terrorist attacks on the United States; individually formulate an opinion on one of these topics or issues and develop a thesis statement for an editorial on this topic; identify facts, reasons, examples and details to support this opinion.
  4. Write an editorial based on the research conducted.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO NOW: In their journals, students respond to the following prompt (written on the board prior to class): "What do you think is the single most important thing for President Bush to do right now to respond to the September 11, 2001 terrorist attacks on the United States? Support your answer with as many facts, reasons, examples and details as you can." After giving students about ten minutes to write, have some students share their journals with the class. Did students have difficulty supporting their opinions? Why or why not? How do newspapers explore opinions such as this? (The answer should be through editorial pieces, such as editorials, Op-Eds and letters to the editor.) What is the difference between an editorial and a news article? Create a list on the board comparing characteristics of an editorial and of a news article, such as "subjective" versus "objective" and "opinion-based" versus "fact-based."
  2. As a class, read and discuss the New York Times editorial "Allies Against Terror," published two days after the terrorist attacks, focusing on the following questions (note that any editorial about the terrorist attacks can be substituted here):
    1. According to The New York Times editorial, what is necessary for the United States to combat terrorism?
    2. Up until now, what has been the focus of the Bush administration's policy regarding cooperation with other nations?
    3. Why is cooperation with Pakistan difficult for the United States?
    4. Which countries are currently known to sponsor or aid terrorist groups?
    5. How do you know that this is an editorial and not a regular news article?
    6. Why do you think the author of this editorial is "The New York Times" instead of a specific person?
    7. Do you agree with the position of the editorial? Why or why not?
  3. As a class, create a list on the board of topics and issues that have arisen from these acts of terrorism. The list may include such topics as domestic clean-up (in New York City and Washington, D.C.), domestic security (airports, flight schools, etc.), and military response. Then, ask students to look at this list and each choose the one topic about which he or she feels most strongly for the focus of an editorial that they will each write. Instruct students to write their topics on the top of a piece of paper. Then, ask each student to develop a thesis statement focusing on this topic. Remind students that their editorial must support their opinions with specific facts, reasons, examples and details, so their thesis statements should be supportable. Then, using all available classroom materials, each student collects support for their editorial. As students research, check over their thesis statements and help them to identify the best places to find the most reliable information.
  4. WRAP-UP/HOMEWORK: After completing their research, students write their editorials, using the information found in research to support their ideas. (If students use actual quotes or facts from the sources they researched, they should include footnotes citing these sources or a bibliography at the end of their editorial.) In a future class, students should share their editorials and evaluate the work of others, focusing on how well their classmates support their views.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on initial journal response, participation in class discussion, individual research, and thoughtful, well-supported editorial.

VOCABULARY:
combat, terrorism, Islamic, coalition, sanctuary, enlist, patron, conclusive, severing

EXTENSION ACTIVITIES:

  1. Read an Op-Ed or letter to the editor of The New York Times. Note the difference in style between these types of editorials and the one you read and modeled in class. Re-write your original editorial (or pick another topic that interests you) in the style of one of these two types of editorials. You can submit letters to the editor for possible publication on The Learning Network at http://www.nytimes.com/learning/students/letters/submit.html.
  2. Many people have responded to the events of September 11, 2001 by lashing out their anger at people of different ethnicities, specifically Arab Americans. Write a letter to the editor of The New York Times or your local paper, expressing your views on this reaction and suggesting alternate ways for people to channel their anger over this event.
  3. Why do people resort to terrorism as a means to their goals? Research different types of terrorism (hostage taking, suicide missions, bombings, etc.) and the different reasons behind why these actions are taken (personal vendetta, political motive, etc.) For each, find one historic example to support your findings. Then, synthesize your understanding in an essay.
  4. How have the people of your community responded to these acts of terrorism? Write an article on your findings for your school or local newspaper.

INTERDISCIPLINARY CONNECTIONS:
American History- Learn more about the United States' complicated relationship with Pakistan. Create a timeline of significant events and how these events affected this relationship. Then, write a short essay suggesting how you think this past history will affect Pakistan's cooperation with current United States anti-terrorist measures.

Civics- In light of the recent terrorist attacks, which do you think is more important to Americans: retaining individual freedoms or increasing security (even at the risk of the loss of certain conveniences and freedoms)? Write an essay explaining your position.

Fine Arts- Create a memorial for the victims of the terrorist attacks. In creating your memorial, consider both the negative feelings of grief and anger that this event has caused and the positive feelings of pride, patriotism, and heroism displayed in its wake.

Geography- Create a map showing the different countries that are known to sponsor or aid terrorist groups, the names of the groups supported in each country, and a short description of the nature and goals of each group. If possible, label the locations of some of these groups' centers of operations.

Global History- Consider the responses of people both in the United States and abroad who feel that this event is a reflection of the frustration that many Middle Eastern countries and individuals have regarding United States policies in their region, such as sanctions and military aggression. Write a personal essay responding to the images and arguments you see and hear. Are you sympathetic to these people? Can you relate to them, or are their opinions completely foreign to you? Why do you think some people in this position would resort to terrorism? What would you say to someone in this position who is considering violence as a means to affect a change in United States policy?

Media Studies- How has the media affected our perception of who is to blame for the attacks? Design and administer a poll to address this topic. Some questions might include: When you first heard about the attack, who did you think was responsible? Who do you think is responsible for this attack now? If second answer is different, why did you change your mind? Did you know who this/these person/people was/were before the attack? Create graphs displaying your data, and write an analysis of how this data reflects the influence of the media on public opinion.

Copyright 2001
The New York Times Company

Unterricht konkret