Making History Relevant to the Lives of Young People
The events of 9/11 impacted not only the United States, but the entire world. More importantly, that day has had a major influence on defining the role of the U.S. in the world. This content can be addressed in US History, World History, Civics, and Economics classes.
My first consideration when looking at the content I teach is the standards outlined by the state. The State of Michigan has outlined a number of very specific standards for the High School Social Studies classroom. These standards have been recently adapted to include guidelines for teaching about 9/11.
I believe it is important for students to understand the events leading up to September 11, 2001 before they can understand the events that have happened since. For example, it would be beneficial to begin with a definition of terrorism and exploration of incidences of global and domestic terrorism leading up to 9/11/01. In addition, it is important to look at what was happening in the American Intelligence community and the breakdown in communication that contributed to our not being prepared for a disaster like 9/11.
When looking at the effects of 9/11, we can divide them into two parts, one domestic and one international, and focus on just a few examples of each. For example, when looking at the domestic implications, we could discuss the development and role of the Office of Homeland Security, the Patriot Act and its effect on civil liberties, and how airport security has changed. When looking at the international implications, we could look at our role in both Iraq and Afghanistan, the perception of Americans in other countries, and the role that the United States plays in any and all global affairs.
For specifics on how I will approach teaching this content, see the Pedagogy page.
My first consideration when looking at the content I teach is the standards outlined by the state. The State of Michigan has outlined a number of very specific standards for the High School Social Studies classroom. These standards have been recently adapted to include guidelines for teaching about 9/11.
- US History and Geography High School Content Expectation (HSCE) 9.2.2: "9/11 and Responses to Terrorism-Analyze how the attacks on 9/11 and the response to terrorism have altered American domestic and international policies (including e.g. the Office of Homeland Security, Patriot Act, wars in Afghanistan and Iraq, role of the United States in the United Nations, NATO).
I believe it is important for students to understand the events leading up to September 11, 2001 before they can understand the events that have happened since. For example, it would be beneficial to begin with a definition of terrorism and exploration of incidences of global and domestic terrorism leading up to 9/11/01. In addition, it is important to look at what was happening in the American Intelligence community and the breakdown in communication that contributed to our not being prepared for a disaster like 9/11.
When looking at the effects of 9/11, we can divide them into two parts, one domestic and one international, and focus on just a few examples of each. For example, when looking at the domestic implications, we could discuss the development and role of the Office of Homeland Security, the Patriot Act and its effect on civil liberties, and how airport security has changed. When looking at the international implications, we could look at our role in both Iraq and Afghanistan, the perception of Americans in other countries, and the role that the United States plays in any and all global affairs.
For specifics on how I will approach teaching this content, see the Pedagogy page.
