{"content":{"sharePage":{"page":0,"digests":[{"id":"48013462","dateCreated":"1323666111","smartDate":"Dec 11, 2011","userCreated":{"username":"kellywalsh3","url":"https:\/\/www.wikispaces.com\/user\/view\/kellywalsh3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48013462"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"A nation Challenged ","description":"Title:
\nA Nation Challenged
\nA Visual History of 9\/11 and its Aftermath
\n
\nSummary:
\nAssign each group a photograph. Ask each of the groups to analyze what they believe to be going on in the photograph. Once they students write their summary, provide them with the paragraph description that is given in the book. Question:
\n
\n-What kinds of emotions are expressed here?
\n-What do you think the photographer is thinking?
\n-What does the picture say about the community?
\n-What does the picture say about the people?
\n-What kind of story would this picture tell?
\n
\nStandards:
\n
\nW 6.1: Write arrangements to support claims with clear reasons and evidence.
\n
\nW. 6.2: Write informative\/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48013450","dateCreated":"1323666076","smartDate":"Dec 11, 2011","userCreated":{"username":"kellywalsh3","url":"https:\/\/www.wikispaces.com\/user\/view\/kellywalsh3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48013450"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Corner Stones of Freedom","description":"Kelly Walsh
\nLesson Plan
\n
\nTitle:
\n
\nCorner Stones of Freedom
\nSeptember 11, 2001
\nBy Andrew Santella
\n
\nSubject:
\nRead Aloud\/ Writing
\n
\nSummary:
\nThis book will be read to the students before they attend the trip to the World Trade Center Memorial. Before the Read Aloud, the children will be asked to share what facts they know about September 11, 2001. There will be a chart that will consist of: \u201cWhat We Know\u201d, \u201cWhat We Learned\u201d, and \u201cWhat We Want to Know.\u201d
\n
\nThe book properly breaks down the events of September 11, in chronological order, and in a way that students can understand.
\n
\nAfter the Read Aloud, the class will form questions of what they are still curious regarding the events of that day.
\n
\nAt the end of the book there is a time line of events, which will be given to the students to take with them on the trip. They will also be provided with clipboards, so they can write down what they notice about the memorial, and are able to write down more questions that they may be curious about to be added to the chart.
\n
\nThe chart will remain hanging in the classroom for the remainder of the unit, and a separate chart of answers will be hung next to it.
\n
\nStandards:
\n
\nIntegration of Knowledge and Idea
\n
\nRH 6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
\n
\n
\nKey Ideas and Details:
\nRH.6-8.2 Determine the central ideas r information of a primary source; provide an accurate summary of the source distinct from prior knowledge or opinions.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"48013428","dateCreated":"1323666044","smartDate":"Dec 11, 2011","userCreated":{"username":"kellywalsh3","url":"https:\/\/www.wikispaces.com\/user\/view\/kellywalsh3","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/48013428"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Messages from Ground Zero","description":"Title:
\nMessages from Ground Zero
\nChildren Respond to September 11, 2001
\n
\nCollected by Shelley Harwayne with the New York City Board of Education
\n
\nSummary:
\nTowards the end of the unit, children will be read poems, stories, and be shown pictures that children have written, and drawn that are in the 5th, 6th and 7th grades. Specific stories from this book will be chosen to show the class. They will then have the opportunity to go through the book, and read stories of their choosing. The class will be asked to write a poem, story, or draw a picture that they feel represents their experiences of learning about September 11th. These will be compiled into a book, and added to the class memorial.
\n
\n
\nStandards:
\n
\nW 6.2: Write informative\/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
\n
\nW 6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47990882","dateCreated":"1323637654","smartDate":"Dec 11, 2011","userCreated":{"username":"arleen4445","url":"https:\/\/www.wikispaces.com\/user\/view\/arleen4445","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47990882"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Writing and Music Lesson- Analyzing Memorial Songs ","description":"Title
\nAnalyzing Memorial Songs
\n
\nSubject
\nWriting and Music
\n
\nSummary
\n1. Through guided questions, lead a discussion with students on the emotional impact of music.
\nPossible questions include:
\n
\n\u2022 Is there a song that has a special meaning to you?
\n\u2022 Can you name a song that makes you happy?
\n\u2022 Can you name a song that makes you feel silly?
\n\u2022 Can songs also make you feel sad and angry?
\n
\n2. Students will view music videos and complete the Video Analysis Worksheet for each song.
\n3. In groups, students will compare and contrast the three songs, gather information on their emotional and personal impact, and present the findings to the class.
\n4. Students will discuss and then vote for Best Memorial Song, providing their rationale and reasoning.
\n
\nStandards (NY State and Common Core)
\nRH 1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
\n
\nRH 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
\n
\nRH 6 Assess how point of view or purpose shapes the content and style of a text.
\n
\nRH 7 Integrate and evaluate content presented in diverse formats and media, including
\nvisually and quantitatively, as well as in words.
\n
\nW1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
\n
\nW2 Write informative\/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
\n
\nSources\/ places (Where information is found\/What you will be using)
\nMusic Videos (You Tube)
\n\u2022 Alan Jackson- Where Were You?
\n\u2022 Toby Keith- Courtesy of the Red, White and Blue: Angry American
\n\u2022 Bruce Springsteen- My City in Ruins
\n\u2022 Video Analysis Worksheet http:\/\/www.911memorial.org\/sites\/all\/files\/MM_Memorial%20Songs_0.pdf<\/a>","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47989276","dateCreated":"1323635188","smartDate":"Dec 11, 2011","userCreated":{"username":"arleen4445","url":"https:\/\/www.wikispaces.com\/user\/view\/arleen4445","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47989276"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Wiring Lesson- An \"Unusual Survivor's Story","description":"Title
\n An \u201cUnusual\u201d Survivor\u2019s Story
\n
\nSubject
\nWriting
\n
\nSummary
\nStudents should look on the websites to get general information about the day of the attack.
\n
\nLater, shift to the days following 9\/11, during the early Rescue, Recovery, and Clean-up efforts.
\n
\nIntroduce \u201cLittle Red\u201d (Show pictures in Appendix A)
\n
\nA "Little Red" doll discovered by Brian Van Flandern on September 12, 2001. He spent 24 hours helping search for trapped and wounded survivors. Before leaving the site, he found a rag-doll in the rubble. At first, it seemed to be evidence of a child caught up in the attacks. He later learned it was one of several mascot dolls that sat together on the shelf in the offices of the Chances for Children charity on the 101st floor of the North Tower, other examples of which were found scattered far and wide across Lower Manhattan
\n
\nMany versions of this doll were spotted in the rubble at Ground Zero in the days following the attacks of 9\/11\/01. The New York Historical Society has another copy of the doll in its collection.
\n
\nAs a creative writing assignment, students will portray the events of the day through the eyes of the survivor, Little Red, and answer the following questions in their narrative based on the interactive 9\/11 timeline.
\n
\n\u2022 Who was Little Red?
\n\u2022 What did she represent to the charity? To children?
\n\u2022 What did she see? What did she hear? Use the five senses.
\n\u2022 How did she feel?
\n\u2022 Who was she attached to (i.e. friends, family)?
\n\u2022 What did she learn
\n
\nStandards (NY State and Common Core)
\nW 3 \u2013 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
\n
\nSources\/ places (Where information is found\/What you will be using)
\n\u2022 9\/11 Memorial website: www.911memorial .org
\n\u2022 http:\/\/timeline<\/a> .national911memorial.org (For students to understand the background of the day)","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47979380","dateCreated":"1323617238","smartDate":"Dec 11, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47979380"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Social Studies: Resonance","description":"Title: Resonance
\n
\nSummary: As a class we will compare and contrast two photos of the New York City Skyline one from before 9\/11 and one after 9\/11. The class in groups will come up with adjectives to describe the images or the feelings that the images bring up. Then the group will narrow it down to one word and use it into a sentence to use as the caption for the image. Then the class will make a list of "What else changed on 9\/11?. Then break the class into 6 groups that will do different tasks. One group will draft a letter to a future students telling the student the story of what happened on 9\/11 using the 10 most important facts that the students feel are to understand what happened and they should also include reasons to why. The second group is a historical science presentation which is a powerpoint presentation that identifies at least 5 artifacts from 9\/11 and should explain how it was found and how it is effective in order to teach about 9\/11. The third group is current even analysis where students write a 1-2 page research paper that examines something that is still a repercussion of 9\/11 and how it connects to the events of 9\/11. Group 4 is the primary source analysis group makes a shot presentation of two different sources from the day that offers different information and an explanation of why this might have happened. Group 5 creates a before\/after T chart that compare and contast elements that resulted from the impact of 9\/11. Group 6 will create a presentation of images that will stand the test of time and explain their significance and connection to 9\/11. They will share their presentations and write reflective essays about them.
\n
\nStandards: Common Core: RH1, RH7, RH8. W2, W6, W7, W9, and SL5
\n
\nSources: http:\/\/www.911memorial.org\/sites\/all\/files\/HI_Resonance_0.pdf<\/a>
\n
\nEQs:Are the repercussions from 9\/11 still with us today?
\nIs the United States more prepared for an attack today than before 9\/11?
\n
\nEUs:Students will understand how events from the past have future repercussions.
\nStudents will reflect on how history can change in a day.
\nStudents will assess the accuracy of primary sources.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47978944","dateCreated":"1323615984","smartDate":"Dec 11, 2011","userCreated":{"username":"snt227","url":"https:\/\/www.wikispaces.com\/user\/view\/snt227","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47978944"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"Social Studies: Global Responses to 9\/11","description":"Title:Global Responses to 9\/11
\n
\nSummary: As a class we will examine three front pages from the Max Frankel book September 11, 2001. Asking them questions such as What are the different elements of a front page?, Are the headlines similar?, How are they different?, Do they have different perspectives?, and How do you know?. Then have each each student work on their own to examine one global and two national front pages and complete a document Analysis Worksheet for each fromt page comparing and contrasting the headlines. Then students will pretend to be a newspaper editor and create their own front page that depicts the global perspective.
\n
\nStandards: Common Core Standards: RH1, RH2, RH6, RH7, W2
\n
\nSources:
\nhttp:\/\/www.911memorial.org\/sites\/all\/files\/HI_Global%20Responses_0.pdf<\/a>
\nFrankel, Max. September 11, 2001. (Andrews McMeel Publishing, 2001)
\nDocument Analysis worksheet: www.archives.gov\/education\/lessons\/worksheets\/ written_document_analysis_worksheet.pdf
\n
\nEQ: How did the United States respond to the attacks of 9\/11?
\nWhat were the global responses to the attacks?
\nWere the responses empathetic?
\nWhat can newspaper headlines tell us about these responses?
\n
\nEU: Students will be able to analyze the range of global responses to the 9\/11 attacks.
\nStudents will create a front-page headline capturing global perspectives on 9\/11","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47973102","dateCreated":"1323584182","smartDate":"Dec 10, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47973102"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"MATH LESSON - GRAPHING THE DAMAGE","description":"Title: Graphing the Damage
\n
\nSubject: Math
\n
\nSummary: Students will take topics of their choosing and see the mathematical effects of the attacks of 9\/11. They will first come up with a mathematical question that they wish to explore, such as \u201cHow many dollars worth of damage was done, by year, from man-made disasters?\u201d and then they will track this by doing research and using their knowledge of the different types of ways to display data.
\n
\nStandards:
\n6.SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, \u201cHow old am I?\u201d is not a statistical question, but \u201cHow old are the students in my school?\u201d is a statistical question because one anticipates variability in students\u2019 ages.
\n
\n6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
\n
\nSources\/Places:
\nhttp:\/\/www.proteacher.net\/discussions\/showthread.php?t=364533<\/a>
\n
\nEQs: How has 9\/11 had a personal impact on your community and in the world?
\n
\nEUs:
\nStudents will understand\u2026
\nHow to formulate their own research question.
\nHow to research a given topic to find facts.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47972528","dateCreated":"1323580958","smartDate":"Dec 10, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47972528"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"SCIENCE LESSON - INVESTIGATORS","description":"Title: Investigators
\n
\nSubject: Science
\n
\nSummary:
\nStudents will study the difference between conspiracy theories and the facts behind the events that took place before, during and after 9\/11. They will accomplish this by a combination of research, compiling, and making posters.
\n
\nStandards: RST.6-8.10. By the end of grade 8, read and comprehend science\/technical texts in the grades 6\u20138 text complexity band independently and proficiently.
\n
\nSources\/Places:
\nhttp:\/\/scienceof911.com.au\/the-argument\/introduction\/<\/a>
\nhttp:\/\/www.popularmechanics.com\/technology\/military\/news\/debunking-911-myths-planes<\/a>
\n
\nEQs: (essential question) How has 9\/11 had a personal impact on your community and in the world?
\n
\nEUs: (essential understanding) Students will understand...
\nhow to read an article and compile information from it.
\n
\nHow to use sources to find specific information needed for research.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"47971788","dateCreated":"1323577962","smartDate":"Dec 10, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/47971788"},"dateDigested":1532760432,"startDate":null,"sharedType":"discussion","title":"SCIENCE LESSON - SYMPTOM 'SPECTORS","description":"Title: Disease Detective
\n
\nSubject: Science \u2013 Health
\n
\nSummary:
\nBiological Warfare: Examining Anthrax and Effects of on the People in the time surrounding the attacks of 9\/11. Students will be given folders of profiles that they are investigating. They will read their stories and see their symptoms and find out what may have happened with these individuals. Recordings\/Transcriptions of interviews, manila folders, and clipboards can be used as students work on writing down details in a medical way. Afterward, students will learn about different symptoms of sickness and create a suspect page for each as a class or in groups.
\n
\nStandards:
\nRST. 6-8.8
\nDistinguish among facts, reasoned judgment based on research findings, and speculation in a text.
\n
\nSources\/Places:
\nIdea shaped from
\nhttp:\/\/www.pbs.org\/wgbh\/nova\/body\/disease-detective.html<\/a>
\n
\nEQs: How has 9\/11 had a personal impact on your community and in the world?
\n
\nEUs: Students will understand... that diseases can be manufactured and can have a big effect on individuals.
\n
\nStudents will understand that disasters can affect people in a widespread area.
\n
\nStudents will understand how to compile information about the symptoms of patients in a medical format.","replyPages":[{"page":0,"digests":[{"id":"47971808","body":"Revised Title: Symptom 'Spectors (Symptom Inspectors)","dateCreated":"1323578049","smartDate":"Dec 10, 2011","userCreated":{"username":"snp241","url":"https:\/\/www.wikispaces.com\/user\/view\/snp241","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1317051397\/snp241-lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}