MR. WINCE - AZ
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9/11 Remembrance and Aftermath

Image Source - 9/11 Memorial & Museum
As humans, we have the ability to navigate the thinking required  that multiple things can be true at the same time.

We can mourn the lives that we lost on Sept. 11th, 2001 and we can mourn the loss of life as a result of the decisions made after Sept. 11th.

We can learn from perspectives of people who were there - at the World Trade Center, at the Pentagon, people who were making decisions in response to the terrorist attack - AND evaluate the impact of those decisions on people of this country and people around the world.
Timeline - A Historical Timeline of Afghanistan - PBS News Hour
Handout - Essential Questions - 9/11 Remembrance and Aftermath
File Size: 49 kb
File Type: pdf
Download File

Video 1 - 9/11 Heroes: Surviving the Biggest Attack on U.S. Soil (11:51)

On Sept. 11, 2001, more than 2,000 New York City emergency workers sped toward lower Manhattan–the largest rescue effort in its history, but nevertheless more than 400 of them perished that day.

Essential Questions - Video - 9/11 Heroes: Surviving the Biggest Attack on U.S. Soil
  • What are primary sources and how do they contribute to one’s understanding of historical events?
  • What can the experiences of first responders and others who witnessed the 9/11 terrorist attacks tell us about the event from an historical perspective?
  • How can primary source materials like narratives, video, audio, and artifacts contribute to our understanding of the 9/11 attacks and aftermath?

Source and Further Resources

Video 2 - How the Military Response to 9/11 Led to Two Decades of War in Afghanistan (11:58)

Officials who drove the decades-long war in Afghanistan look back on the mistakes and misjudgments that led to a 20-year quagmire.

Essential Questions - Video - How the Military Response to 9/11 Led to Two Decades of War in Afghanistan
  • Should the United States have withdrawn from Afghanistan?
  • What key events took place during the twenty year period that U.S. forces were in Afghanistan?
  • What are the arguments for and against removing U.S. forces?

Source and Further Resources

Anti-Muslim Hate Crimes

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Video 3 - Wrongly Accused of Terrorism: The Sleeper Cell That Wasn't (11:38)

Six days after 9/11, the FBI’s raid on a Detroit sleeper cell signaled America’s resolve to fight terrorism. But, there was one problem—the FBI was wrong.

Essential Questions - Video - Wrongly Accused of Terrorism: The Sleeper Cell That Wasn't
  • What were some of the experiences of Muslims and Arab Americans following the 9/11 terrorist attacks?
  • What mistakes did individuals or the government make that led to mistreatment of Muslims and Arab Americans?
  • What lessons should we learn from this time period about how to prevent mistreatment of ethnic, racial and religious minority groups and individuals?

Source and Further Resources

Video 4 - He's the only CIA Contractor to be Convicted in a Torture-related Case (13:06)

The story of the first and only interrogator connected to the CIA to be convicted in a torture-related case.

Essential Questions - Video - He's the only CIA Contractor to be Convicted in a Torture-related Case
  • How should we evaluate the response of the United States to the 9/11 terror attacks?
  • What arguments best support the use of enhanced interrogation techniques, and what arguments provide the best criticism?
  • What lessons should we learn from the response of the U.S. government, and how should this affect public policy in the future?

Source and Further Resources

Further Resources

Article - Two Decades Later, the Enduring Legacy of 9/11 - Pew Research
​
Article - The Lessons Learned for U.S. National Security Policy in the 20 Years Since 9/11
Article - The U.S., Muslims, and a Turbulent Post-9/11 World - National Security and Defense Program
Article - 20 years, $6 trillion, 900,000 lives - Vox
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What's the value of the curated resources found here?
Venmo - @dywince
Last Updated January 27th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Class Texts and Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • American History
    • Course Info, Student Portfolios & Sources
    • Q3 - Our American Story: Why Care? >
      • Q3 American History Weekly Agendas
      • Q3 AH Student Portfolio Expectations
      • History Readings & Socractic Seminars
      • 1900-1910s: Imperialism, Progressivism & World War I
      • 1920s: The Roaring Twenties
      • 1930s: The Great Depression
      • 1930s-1945: World War II
  • Psychology
    • Psychology Course Info, Student Portfolios & Sources
    • Q3 Project My Superpower! >
      • Q3 Psychology Weekly Agendas
      • Q3 Psychology Student Portfolio Expectations
      • Psych Readings - Socractic Seminars
      • Introduction to Psychology
      • Biological Pillar >
        • Biological Bases of Behavior
        • Sensation
        • Consciousness
        • Biological Careers in Psychology
      • Cognition Pillar >
        • Cognition
        • Memory
        • Perception
        • Intelligence
        • Cognition Careers in Psychology
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
  • U.S. Government
    • Government Course Info, Student Portfolios & Sources
    • Q3 A More Perfect Union: 28th >
      • Q3 Government History Weekly Agendas
      • Q3 Government Student Portfolio Expectations
      • Gov. Readings - Socractic Seminars
      • Democracy Essential Lessons
      • Citizenship Essential Lessons
      • Voting Essential Lessons
  • Resources Dump