Resources | Teaching and Learning about 9/11 With the New York Times

I think 9/11 should be taught in schools across the world, and we shouldn’t neglect it, we should understand and remember the event.  ~Rachel, a student

The material that follows comes from an incredible series of articles posted by the New York Times.  Follow links to obtain all the material presented.  Authors of the material are: KATHERINE SCHULTEN, SHANNON DOYNE and HOLLY EPSTEIN OJALVO .
  

September 2, 2011

Teaching 9/11 | Responding to Crisis With Students

By HOLLY EPSTEIN OJALVO

Nicole Bengiveno/The New York Times

Christo and Jeanne-Claude’s monumental project “The Gates” was for many New Yorkers a symbol of hope after 9/11. Numerous creative works were inspired by the terrorist attacks, including the two student projects discussed in this post.Go to related article »

Perhaps you are seeking a way to help students feel connected to 9/11. Or perhaps your school is having its own difficult moment and you want to find creative, meaningful ways to respond as a community. Either way, we hope you will find this post useful.

I co-wrote it with my former colleague, Annie Thoms, who teaches English at Stuyvesant High School and blogs about children’s books at annieandaunt.blogspot.com. She is writing a book about teaching.


Creating Authentic Student Projects in a Moment of Crisis

By ANNIE THOMS and HOLLY EPSTEIN OJALVO

In the fall of 2001, we were both beginning our second year as English teachers at Stuyvesant High School, four blocks from the World Trade Center.

On the morning of Sept. 11, we saw, and physically felt, the towers fall. Along with our school community of 3,200 students, faculty and staff, we evacuated the building and walked uptown along the West Side Highway, joined by men and women covered in white dust. We comforted students and escorted them to safety before heading home to our own families.

Stuyvesant’s building became a supply center and home base for recovery workers. Students and teachers were out of school for 10 days, then held classes for three weeks on a split schedule with the 4,000 students of Brooklyn Tech. We returned to our own building on Oct. 9. The rubble at ground zero was still smoking.

In the days and weeks after the attacks, we struggled to address the needs of our students. Faced with a tragedy of this magnitude, what do you do? How do you get beyond walking around stunned and asking students simply to write about how they’re feeling? Just push it aside? No. Read more…

Todd Heisler/The New York TimesThe Obama administration issued talking points for commemorations of the 9/11 attacks at home and around the world. Go to related article »

August 31, 2011, 3:35 PM

Teaching 9/11 | Ideas and Projects From Teachers

By HOLLY EPSTEIN OJALVO

Todd Heisler/The New York TimesThe Obama administration issued talking points for commemorations of the 9/11 attacks at home and around the world.Go to related article »

As teachers are making plans for the 10th anniversary of the terrorist attacks of 9/11, many are concerned about how to make it meaningful because, they note, today’s K-12 and college students very likely have only dim memories, if that, of the events of that day.

But today’s students did not experience other crucibles in our nation’s and world’s history: slavery, the Holocaust, the Vietnam War. Teachers have always found ways to use engage students in events and difficult issues like these — with the historical record, with representations in literature, film and the arts and with writing and creative projects — to foster their growth into informed, thinking global citizens.

And if you are still feeling reluctant, consider the comment from a student named Rachel on a guest post about why 9/11 should be taught:

I am a student, and to be honest I really thought history was boring because all of the dates you had to remember for tests. But now by reading this Learning Network article I started to think about how you really need to deeply understand the history of something. And by understanding it you will realize that it is essential to human life.

I think 9/11 should be taught in schools across the world, and we shouldn’t neglect it, we should understand and remember the event.

In July, we put a call out to teachers, asking them to share teaching approaches that help students forge personal and intellectual connections to 9/11.

Here are the suggestions they shared. (Please note that they have been lightly copy edited and links have been added. Some organizations posted curriculum collections and resources, too, and we’ll include those in a resource collection on Friday.) They are grouped into four categories: Interdisciplinary Ideas, Ideas Using Writing, Literature, Theater and Fine Arts, Ideas Using History and Humanities and Ideas for Younger Students.

Thank you to all the teachers who shared their ideas, and to those who got the word out — especially the National Writing Project, who were extremely helpful in asking their members to contribute ideas.

We hope you will use The Learning Network as a community to keep the sharing going. Please post more suggestions and experiences. We will update this collection as more ideas come in. And thank you for making us part of your plans to teach about 9/11. Read more...

August 30, 2011, 3:27 PM

Film Festival | Documentaries About 9/11

By SHANNON DOYNE and HOLLY EPSTEIN OJALVO

Watch more free documentaries

Film Festival

Documentaries for teaching and learning.

As we already announced this summer, we have started collaborating with SnagLearningto bring you “film festivals” of classroom-worthy documentaries from time to time.

In late June, we provided documentary films on the following topics: technologyhistory, science and the arts, as well as summer fun.

Today, we present four documentaries about 9/11. They feature firefighters and volunteers who assisted in recovery efforts, family members of people who died in the attacks and others speaking about their own experiences on Sept. 11, 2001, and the aftermath of the events of that day. Read more…

 

August 29, 2011, 3:31 PM

Teaching 9/11 | Why? How?

By HOLLY EPSTEIN OJALVO


The video “Portraits Redrawn: The Bailey Family” was made as New York Times reporters revisited some of the families who lost loved ones on 9/11, profiled in Portraits of Grief. Our guest writers today suggest using such stories for teaching about the terrorist attacks. Go to related article »

Both the start of the new school year and the 10th anniversary of the terrorist attacks of Sept. 11, 2011, are upon us. Many teachers address 9/11 as part of United States history, while others want to commemorate the anniversary with their students. And there are teachers out there who are hesitating, wondering how to teach about 9/11 in an appropriate and meaningful way, or whether to mention it at all.

This week, we are bringing you a series of posts and lists of resources about 9/11 to help you make your plans. They will include a variety of creative teaching ideas as well as a copious resource collection and other classroom materials. We will update the resources as more becomes available from The New York Times.

We’re starting today with a guest post by two educators explaining why they believe 9/11 should be taught in school. Some of their specific ideas for project-based learning about 9/11 will appear later this week.

Pamela Moran is the superintendent of Albemarle County Public Schools in Virginia and president of the Virginia Association of School Superintendents. Ira David Socol, a graduate student in the College of Education at Michigan State University, consults on curriculum and use of space in schools. Read more…

August 26, 2011, 3:25 PM

Student Journalism | Resources for School Newspaper Advisers

By HOLLY EPSTEIN OJALVO

Turkish Ministry of Foreign Affairs, via Associated Press Levent Sahinkaya, center, the Turkish ambassador to Libya, at the Turkish Embassy in Tripoli, Libya, with the four freed New York Times journalists: from left, Stephen Farrell, Tyler Hicks, Lynsey Addario and Anthony Shadid. We wrote a related lesson plan about war reporting.
Go to related article »

Today is the last day of The Learning Network’s Student Journalism Week. Here, below, are the other four posts in the series, along with a past collection of journalism teaching resources and recent lesson plans for teaching the craft.

Please use the comment field to share more resources and ideas as well as to ask any questions you may have. And check back with us often for more related to scholastic journalism.

 

Student Journalism Week Guest Posts:

Using News Models for Authentic Writing

Three Benefits of Newspaper Programs

The Value of School Newspapers

A Guide to Rights and Responsibilities

 

Teaching Topics:

Teaching and Learning About Journalism

10 Ways to Develop Expository Writing Skills With The New York Times

10 Ways to Promote Writing for an Authentic Audience

Great Ways to Teach Any Day’s Times

Other Features:

Daily News Quiz

Student Opinion

6 Q’s About the News

Student Challenges and Contests

More Lesson Plans:

Going Into Detail: Developing Proofreading Skills

Putting Personality on Paper: Writing About People Using Times Models

Opinion Through the Ages: Exploring 40 Years of New York Times Op-Eds

Journalists at Risk: Considering the Perils and Value of War Reporting

Beyond Question: Learning the Art of the Interview

The Events in Libya: Using Reporting and Multimedia to Understand News

Short and Sweet: Deconstructing and Crafting Brief Arts Reviews

On Coming Out: Exploring the Stories of Gay Teens

Summer 2011: Tracking Topics in the News

Schools of Thought: Localizing National Education Stories

State’s Secrets: Teaching About WikiLeaks

The Ethics of the War Logs: Debating the Pros and Cons of WikiLeaks

Predicting the Vote: Analyzing Election Data

The Impact of Images: Considering the Place of Photojournalism Today

Is This Headline Clear? Learning About Ambiguity and Clarity From Headlines

 

August 25, 2011, 3:17 PM

Student Journalism | Using News Models for Authentic Writing

By HOLLY EPSTEIN OJALVO

Andrea Mohin/The New York Times

Eleni Giannousis had students at Hillcrest High School in Queens watch a film version of “Death of a Salesman” before asking them to read it, as part of an effort to address the Common Core Standards. Teachers can also use journalistic models to address the new standards. Go to related article »

It’s Day 4 of our Student Journalism Week. We’re wrapping up the week’s guest posts today with more commentary from Esther Wojcicki, the longtime journalism teacher and adviser of Palo Alto High School in California.

Here, Ms. Wojcicki explains why she believes robust scholastic journalism programs foster learning, skill development and engagement, and why journalistic models should replace traditional expository writing forms in English and other courses. Read more…

 

August 24, 2011, 3:32 PM

Student Journalism | Three Benefits of Newspaper Programs

By HOLLY EPSTEIN OJALVO

David Walter Banks for The New York Times

Lorrie McNeill gives middle school students a choice of reading in Jonesboro, Ga. Like strong student journalism programs, book groups like these are an example of student-led coursework. Go to article »

Welcome to Day 3 of Student Journalism Week here on The Learning Network. Today and tomorrow, our guest blogger is Esther Wojcicki, who likely needs no introduction among veteran journalism teachers and advisers.

Ms. Wojcicki teaches at Palo Alto High School in California, where she founded what became an award-winning journalism program. She was California teacher of the year in 2002. She is also on the board of directors of Creative Commons.

Here, Ms. Wojcicki shares some of her experiences shepherding the journalism program at Palo Alto. Read more...

 

August 23, 2011, 1:06 PM

Student Journalism | The Value of School Newspapers

By HOLLY EPSTEIN OJALVO

Jonathan Alcorn for The New York Times

A world history class at a high school in Los Angeles, which has been increasing class sizes. Classroom overcrowding is a topic that could be covered from the “inside” by student journalists.Go to related article »

It’s Day 2 of Student Journalism Week here on The Learning Network. On Monday, Frank LoMonte, executive director of the Student Press Law Center(SPLC), explained student journalists’ First Amendment rights and the context in which student publications operate.

Today he provides some reasons, in the big picture, school journalism programs are valuable. Read more…

August 22, 2011, 2:28 PM

Student Journalism | A Guide to Rights and Responsibilities

By HOLLY EPSTEIN OJALVO

The Daltonian A revised issue of The Daltonian from October 2010, published after school officials confiscated an earlier issue. Go to related post on City Room »

Perhaps you’re a veteran school newspaper adviser, or maybe you’re a new teacher who has just been handed the school paper as part of your program. Or you may find yourself as part of an effort to start or relaunch a school newspaper or journalism course. Or maybe you’re looking to refresh your curriculum – or integrate the Common Core Standards — in new ways this school year in your English, humanities, social studies or other courses.

In any case, Student Journalism Week is for you.

If you are looking for rationale or support for the scholastic journalism program or for integrating journalism and journalistic skills and models into your practice, we’ve got some help for you, in the form of a week’s worth of posts: commentary by experts in the field and useful resources.

We’re starting today with a guest post by Frank LoMonte, the executive director of the Student Press Law Center, which provides information and legal support for student First Amendment rights and student journalists.

Here, Mr. LoMonte reviews students’ First Amendment rights and what student journalists can do to lessen the chances that school administrators will try to restrict their publicationsRead more…