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Remembering 9 11

How is your community planning to remember the anniversary of 9/11? Create your own classroom memorial with colorful drawings.

  • Grade 4
    Grade 5
    Grade 6
  • 30 to 60 minutes
  • Directions

    1. Challenge students to look through local newspapers and community bulletins to find out how their communities are planning to remember the anniversary of 9/11. What type of observances is planned? Who is participating?
    2. What events are planned in New York City? Research information on how this community is memorializing the anniversary. What plans are being made with the World Trade Center site?
    3. Using Crayola Metallic FX Crayons and Metallic Colored Pencils, students write a memorial slogan like "Remembering 9/11" across a piece of construction paper. Add patriotic symbols such as a flag, national emblems, stars or an eagle.
    4. Display the memorial drawings on a bulletin board as a school observance of 9/11 or find an area in the community to hang artwork. As a class, discuss the importance of remembering and memorializing such events.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Read and comprehend literature, including stories, dramas, and poetry, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

    LA: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

    LA: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

    LA: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    LA: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

    SS: Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.

    SS: Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues.

    SS: Give examples of and explain group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

    VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.

    VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

    VA: Integrate visual, spatial, and temporal concepts with content to communicate intended meaning in artwork.

  • Adaptations

    Possible classroom resource includes: The Man Who Walked Between the Towers by Mordicai Gerstein

    The One World Trade Center memorial is currently under construction with an estimated completion date in the in the near future. Students research how the memorial will look. Students create a sketch of the new memorial using Crayola Colored Pencils.

    What is heroism? Organize students into small groups to investigate this question. Each group will select a single individual who is seen as a hero. Investigate the life and work of this person. Organize research into an electronic format for presentation to classmates.

    Challenge students to compare and contrast the events of September 11, 2001 with the Japanese attack on Pearl Harbor, Hawaii on December 7, 1941.

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