Paying Tribute

Paying Tribute

  • Grades 3 to 5
  • Lesson Duration: One Class Period
  • Theme: Memorializing 9/11

Essential Question: What are ways that people memorialized the 9/11 attacks?

Learning Goals

  • Students will be introduced to basic information about the 9/11 attacks.
  • Students will become familiar with the concepts of memorializing and paying tribute.

 

Vocabulary

  • The New Yorker magazine: This weekly publication provides reporting and commentary on politics, foreign affairs, business, technology, popular culture, and the arts, along with humor, fiction, poetry, and cartoons.
  • Memorial: This is a statue or structure established to remind people of a person or event.
  • Tribute: This is an act, statement, or gift that is intended to show gratitude, respect, or admiration.
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    Activity

    The illustration “Twin Towers” by artist Gürbüz Doğan Ekşioğlu was published on the cover of The New Yorker in 2003 and pays tribute to the Twin Towers by showing an imagined New York City skyline where iconic buildings are appear twice, side by side, in an homage to the Twin Towers, which were destroyed on 9/11.

    “Twin Towers,” 2003, Gürbüz Doğan Ekşioğlu, Courtesy of The New Yorker © Condé Nast

    1.  Project or distribute copies of The New Yorker cover titled “Twin Towers.” Click on the image to use the pinch-and-zoom feature for closer viewing.

    2.  Ask students to look closely at the cover and share what they notice as a class or in small groups.

    3.  Lead a guided inquiry by asking the following questions. Record student observations on a smartboard or chart paper by category.

    4.  Share the following background information with students: 

    The Twin Towers were famous buildings in New York City that people from all over the world could recognize. On September 11, 2001, four planes were hijacked, or taken over, by nineteen terrorists and flown into important buildings. Two of those planes were flown into the Twin Towers. The damage caused both towers to collapse or fall down. This forever changed the skyline of New York City.

    5.  Ask students: How does this cover help us to remember the Twin Towers? 

    6.  Tell students that there is a special name for places that help us remember—they’re called memorials. A memorial is one way to pay tribute or show respect.

    7.  Tell students that the 9/11 Memorial opened on September 11, 2011, 10 years after the attacks. The Memorial is meant to remember the victims of 9/11, and one way it does so is through the “Birthday Roses” program, which places white roses in the names of the victims on their birthdays.

    8.  View the video below that talks about this program. Following the video, ask students how they think this program honors those killed on 9/11.

    • Describe what you see on this cover.
    • What do you notice about the buildings?
    • Do you recognize any of the buildings? Which ones?
    • Where does this take place? How can you tell?
    • When was this cover made?

    Video: Mission to Remember Series: Birthday Roses

    Birthday Rose

    9.  End by asking students to brainstorm all the ways that they can show respect and pay tribute to the victims of 9/11.

    Local Heroes

    Local Heroes

    • Grades 3 to 5
    • Lesson Duration: One class period
    • Theme: Memorializing 9/11

    Essential Question: What is a hero and how can people show gratitude to those who act heroically in their own communities?

    Learning Goals

    • Students will understand the role of a first responder in an emergency.
    • Students will understand that 9/11 is an important historical event that affected people in the United States and around the world.
    • Students will explore the concepts of heroism, gratitude, and sympathy.

    Vocabulary

    First responder: This is a term used for firefighters, police officers, paramedics, and other rescue workers who help people in an emergency.

    The New Yorker magazine: This weekly publication provides reporting and commentary on politics, foreign affairs, business, technology, popular culture, and the arts, along with humor, fiction, poetry, and cartoons.

      An illustrated cover of the New Yorker magazine depicts children trick-or-treating at a brownstone on an autumn day. The children are all dressed as firefighters or police officers and are carrying Halloween-themed buckets and bags.

      “Local Heroes,” 2001, Peter de Sève, Courtesy of The New Yorker © Condé Nast

      Activity

      1. Display or distribute copies of The New Yorker cover titled “Local Heroes.” Click on the image to use the pinch-and-zoom feature for closer viewing. Do not share the title with students.
      2.  Ask students to look at the cover closely and share what they notice. This can be done as a whole class or in small groups.
      3. Lead a guided inquiry by asking the following questions, recording their observations on a smartboard or chart paper by category:
        • What people do you see on the cover? Who else do you see?
        • What time of year does this place? What makes you say that?
        • What are the kids doing? What makes you say that?
        • Where does this take place? What makes you say that?
        • Recap the recorded responses from students. Tell students this cover is connected to 9/11—shorthand for the date September 11, 2001—and that you are going to work together to discover how, based on their observations.

      5.  Ask: Who can tell me what happened on 9/11?

      6.  Incorporate the following background information about 9/11 based on the 9/11 Fact Sheet for Early Childhood Students with students as they share their responses. Use the guide Talking to Children about Terrorism for additional information and strategies.

      On September 11, 2001, four airplanes were hijacked, or taken over, by 19 terrorists and flown into important buildings. Two planes were flown into the Twin Towers of the World Trade Center in New York City. As people rushed out of the towers, many rushed in to help, including firefighters and police officers, who saved thousands of lives. Almost 3,000 people were killed, including 441 first responders in total.

      Ask: What is a first responder?

      7.  Direct students to look at the cover again. Ask: Who are the children dressed up as for Halloween? Why do you they decided to dress up as first responders for Halloween in October 2001? Tell students that dressing up as first responders for Halloween was one way children showed gratitude, sympathy, and support to first responders in New York City after 9/11.

      8.  Tell students that soon after 9/11, children from around the world began sending letters and drawings to first responders in New York City. Display or distribute copies of letters and drawings from the “Dear Hero” collection at the 9/11 Memorial & Museum. Ask: Why do you think children from around the world sent these letters and drawings to New York City after 9/11?

      •  child’s drawing depicts four firefighters dressed in yellow. One of them is holding a large American flag. The words “thank you” are written above them.
      • A child’s drawing depicts a girl on a tree swing. The girl is holding flowers she’s picked. More flowers are coming out of the ground. Several birds are flying by a sun with a smiling face. A message written at the top reads: “I know you feel sad, but I hope everything will be OK soon.”
      • A child’s letter written to New York firefighters includes a message and a drawing of the American flag. Under the flag are three hearts colored red, white, and blue. The message above the flag reads: “Thank you for saving people. I love you guys. Here is money from my piggy bank to help you and your family. My stepdaddy is Tim and he is a fireman too. I am proud of you. Thanks.”
      Dear Hero Collection, Gift of Tanya Hoggard

      9.  Return to The New Yorker cover and write the title, “Local Heroes,” on a large sheet of paper or smartboard. Ask the students to define the word “local” and then “hero,” recording their responses below each word. Follow up by asking them to brainstorm a list of “local heroes” in their community and ask the students to share what about the person makes them a hero. This can include first responders as well as other members of the community.

      10.  After completing the list as a class, tell students they will be creating their own “Dear Hero” letters or artwork for a hero in their community the same way children did for first responders after 9/11. Distribute scrap paper and ask students to brainstorm and sketch ideas. Use one side to brainstorm a picture and the opposite side to write a letter. The class can select one group of people to write letters to (i.e. local firehouse) or each student can pick a person.

      11.  Distribute a half sheet of white construction paper. Provide art supplies including paint, colored pencils, crayons, or markers for students to color their sketches, along with rulers to assist them in creating lines on which to write their letters. When completed, letters can be mailed, dropped off at a specific location, or displayed in the school as a class project.

      12.  Conclude by asking: Why is it important to show gratitude and support to those who help others?

      Moving Forward After Tragedy

      Moving Forward After Tragedy

      • Grades 6 to 8
      • Lesson Duration: one class period
      • Theme: Memorializing 9/11

      Essential Question: How do communities move forward after a tragic event?

      Learning Goals

      Students will examine a piece of evidence showing how New Yorkers reacted in the immediate aftermath of the 9/11 attacks.

      Students will consider why and how a society moves forward after a tragic event.

      Students will assess the potential dangers of moving on too quickly.

       

      Vocabulary

      The New Yorker magazine: This weekly publication provides reporting and commentary on politics, foreign affairs, business, technology, popular culture, and the arts, along with humor, fiction, poetry, and cartoons.

      Stuyvesant High School: This high school is located a few blocks away from the World Trade Center.

      FDNY: This is an abbreviation for the Fire Department of New York. On 9/11, 343 active-duty FDNY firefighters were killed responding to the attacks.

      NYPD: This is an abbreviation for the New York City Police Department. Twenty-three NYPD officers were killed on 9/11.

      PAPD: This is the law enforcement arm of the Port Authority, an agency run by New York and New Jersey that oversees many facilities shared by the two states, including airports, bridges, tunnels, and the World Trade Center. Thirty-seven PAPD officers were killed on 9/11.

        An illustrated cover of the New Yorker magazine depicts the lower half of pedestrians rushing past a memorial set up to a firefighter. The memorial includes a photo of the firefighter and many flowers.

        “Street Scene,” 2001, Edward Sorel, Courtesy of The New Yorker © Condé Nast

        Activity

        1.  Display or distribute copies of The New Yorker cover titled “Street Scene.” Click on the image to use the pinch-and-zoom feature for closer viewing.

        2.  Ask students to look at the cover and write down any details they notice or share as a class. If working in small groups, direct students to share responses with classmates.

        3.  Lead a guided inquiry by asking the following questions and record their observations on a smart board or chart paper by category.

        • What are the people doing? What objects do you notice? What makes you say that?
        • When was this made? Why might that be important?
        • Where does this take place? What makes you say that?
        • Describe the people you see on the cover. Who else do you see?

        4.  Recap the recorded responses from students. Ask students how they would describe what’s going on in the cover to someone who cannot see it. How does the cover or what’s happening on it make them feel?

        5.  Tell students this cover is connected to immediate aftermath of the 9/11 attacks in 2001. In order to get a better sense of what people were feeling and thinking right after the attacks, students will investigate a primary source.

        6.  Share “Statement by President George W. Bush in His Address to the Nation.” As students read, direct them to circle anything that provides information about immediate concerns and responses to the 9/11 attacks. Have students share their findings.  

        7.  Share with students that a big question after 9/11 was how Americans move on with their lives after such a tragic event. 

        8.  For many, shared events were ways that helped people return to a sense of normalcy after the attacks. Ask students to examine the timeline below and consider why these events might be important:

        September 13, 2011: Broadway theater performances resume, with dimmed marquees honoring the 9/11 victims.

        September 17, 2001: Starting with a moment of silence, the New York Stock Exchange opens for the first time since the close of business on September 10. Members of the FDNY, NYPD, and PAPD ring the opening bell. 

        September 17, 2001: After being canceled for six days, Major League Baseball resumes when the New York Mets play in Pittsburgh, Pennsylvania. Defying league regulations, Mets players wear NYPD and FDNY caps throughout the season.

        September 29, 2001: Saturday Night Live returns for its 21st season.

        October 9, 2001: Students at Stuyvesant High School in lower Manhattan return to their school building. 

        October 20, 2001: Celebrities and many in the entertainment industry participate in The Concert for New York City, a five-hour benefit concert held at Madison Square Garden and broadcast internationally.

        November 4, 2001: The New York City Marathon takes place as scheduled.

        9.  Watch the clip below with Bernie Williams, a former outfielder for the New York Yankees, discussing playing baseball in the aftermath of the attacks. He describes the team having a “mission.” Ask students:

        • What does he mean? What role did baseball play for him and the city?

        Video: Bernie Williams Public Program Excerpt

        Lesson Plan: Bernie Williams

        10.  Conclude by playing the clip below of Olympian Deena Kastor, a record-holding long-distance runner. Discuss with students what she means by “resiliency is in our DNA.” Why is it important to move forward after a tragic event? How can a tragedy be used to make us, as individuals and communities, stronger?

        Video: Olympian Deena Kastor on Resiliency

        Lesson Plan: NYC Marathon

        The New World Trade Center

        The New World Trade Center

        • Grades 6 to 12
        • Lesson Duration: one class period
        • Theme: Memorializing 9/11

        Essential Question: How did the rebuilding of the World Trade Center affect New York City?

        Learning Goals

        Students will be able to identify the rebuilt One World Trade Center.

        Students will understand the thinking behind the design of the new World Trade Center.

        Students will consider how the rebuilding of the World Trade Center affected businesses in New York City.

         

        Vocabulary

        Midtown: This area at the center of Manhattan is home to the Empire State Building, Broadway, and Times Square.

        The New Yorker magazine: This weekly publication provides reporting and commentary on politics, foreign affairs, business, technology, popular culture, and the arts, along with humor, fiction, poetry, and cartoons.

          An illustrated cover of the New Yorker magazine depicts the billboards of Times Square under an orange sky. One World Trade Center towers in the distance. The magazine’s mascot Eustace Tilley is seen riding towards the skyscraper along with Conde Naste employees, who are on a flatbed moving truck.

          “Moving Day,” 2015, Bruce McCall, Courtesy of The New Yorker © Condé Nast

          Activity

          1.  Display or distribute copies of The New Yorker cover titled “Moving Day” by Bruce McCall. Click on the image to use the pinch-and-zoom feature for closer viewing.

          2.  Ask students to look closely at the cover. Lead a guided inquiry by asking the questions below. Record student observations on a smartboard or chart paper by category.

          • What objects or images stand out to you? What is happening in this image?
          • What information can you pull from the text clues? How can you tell?
          • Where does this take place? Where are the figures in this image heading? How can you tell?
          • Who is Eustace? How can you tell?
          • When was this made? How can you tell?

          3.  Tell students this cover is called “Moving Day” and that it shows the journey of Eustace, a figure who has become a sort of mascot for The New Yorker magazine. Share the below quote from a New Yorker staff member about leaving the old Times Square headquarters:

          Last week, the staff of The New Yorker made its final preparations to leave 4 Times Square, its headquarters for the past fifteen years, to join the rest of Condé Nast, the parent company, down at 1 World Trade Center, the new megatower in lower Manhattan ... The artist Bruce McCall pictures what it felt like to pack boxes while we were finishing the last issue in our old building.

          4.  Recap what students noticed in the image, connecting the details they pulled out back to the above quote.

          5.  The company was moving to the new World Trade Center, which had been rebuilt in the years after 9/11. Daniel Libeskind was selected as the master planner, meaning he was tasked with determining the overall layout of the site.

          6.  View the clip below of Libeskind discussing the ideas that informed his design. Ask: What ideas does he refer to? Do you think those ideas are what should have driven the design of the new site? Why or why not

          Video: Daniel Libeskind discusses rebuilding the WTC site

          Lesson Plan: Libeskind

          7.  View the image below of the new site. Ask: Do you think the new site reflects the ideas that Libeskind expressed? Why or why not?

          Memorial Plaza is seen from above. The aerial view shows the Plaza’s many trees, as well as the reflecting pools and Museum Pavilion. Rows of traffic pass on West Street to the left of the Plaza. The buildings of lower Manhattan are in the background.
          Photo by Jin S. Lee

          8.  As summative questions, ask students:

          • Why might a large company like Condé Nast moving to the new One World Trade Center building be significant?
          • How do the ideas behind Libeskind’s design serve as a counter to what happened on 9/11?
          • How does this cover connect to 9/11? How does it show changes that have occurred since 9/11?

          Architecture of Remembrance

          Architecture of Remembrance

          • Grades 9 to 12
          • Lesson Duration: One class period
          • Theme: Memorializing 9/11

          Essential Question: Can a memorial to a tragic event serve as both a public space and a place of remembrance?

          Learning Goals

          Students will be introduced to the design of the 9/11 Memorial.

          Students will explore the range of reactions and behaviors on the 9/11 Memorial plaza.

          Students will consider the dual function of the 9/11 Memorial to serve as both a public space and a place of remembrance.

          Vocabulary

          The National September 11 Memorial: The Memorial is a tribute of remembrance and honor to the 2,977 people killed in the terror attacks of September 11, 2001 at the World Trade Center site, near Shanksville, Pennsylvania, and at the Pentagon, as well as the six people killed in the World Trade Center bombing on February 26, 1993.

          World Trade Center site: Before 9/11, the Twin Towers were the centerpieces of the 16-acre World Trade Center complex. At 110 stories each, the North and South Towers provided nearly 10 million square feet of office space for about 35,000 people and 430 companies. The two towers were surrounded by five other buildings that comprised the WTC complex. The new WTC is a mixed-used environment composed of five office towers and the eight-acre 9/11 Memorial plaza.

             An illustrated cover of the New Yorker magazine depicts a newly opened Memorial Plaza. The Plaza is crowded with people taking photos and showing a range of emotions.

            “Memorial Plaza,” 2014, Adrian Tomine, Courtesy of The New Yorker © Condé Nast 

            Activity

            1.  Display or distribute copies of The New Yorker cover titled “Memorial Plaza.” Click on the image to use the pinch and zoom feature for closer viewing.

            2.  Ask students to look at the cover and write down observations about the cover. If working in small groups, direct students to share responses with classmates.

            3.  Lead a guided inquiry by asking the following questions:

            • Where do you think this takes place? How can you tell? Tell students the location is the 9/11 Memorial in New York City.
            • Who is visiting the Memorial? What are they doing? (As students identify people, share individual narratives—i.e., tourists with shopping bags, security staff to protect the site—to showcase the diverse audience with many different reasons for visiting.)
            • Why do you think they are so many people? What makes you say that?
            • When does this cover take place? (Tell students July 7, 2014, soon after the opening of the 9/11 Memorial Museum.)

            4.  Recap student responses, pointing out that it shows a crowded memorial filled with a variety of visitors engaging in different activities ranging from taking selfies and sitting on the parapets to quiet reflection and going to work.

            5.  Explain that even before the wreckage was cleared from the World Trade Center site, 9/11 family members, officials, and New Yorkers began contemplating commemorative and commercial possibilities for the site’s redevelopment. Some wanted to rebuild the 16-acre World Trade Center site, while others wanted the site to remain empty, and still others believed that a memorial should be created to honor the victims. Eventually there was a compromise: the buildings’ footprints were designated as sacred ground—represented by the 9/11 Memorial—and the remaining surrounding eight acres were dedicated to the rebuilding—represented by the new skyscrapers and the construction of a transportation hub.

            6.  Play the video clip excerpted from the program “The Architecture of Remembrance.” In this clip, Michael Arad, the principal architect of the 9/11 Memorial, discusses the importance of public space in the days after 9/11

            Vdeo: Architecture of Rembrance Excerpt

            Architecture of Remembrance 1

            7.  Share the following quote in which Adrian Tomine, a cartoonist and illustrator for The New Yorker, speaks about his illustration “Memorial Plaza.”

            I first sketched only tourists going about their usual happy activities, with the memorial in the background. But when I got to the site, I instantly realized that there was a lot more to be captured—specifically, a much, much wider range of emotions and reactions, all unfolding in shockingly close proximity. I guess that’s the nature of any public space, but when you add in an element of such extreme grief and horror, the parameters shift.

            8.  Ask the students what they think Tomine means by the statement, “When you add an element of such extreme grief and horror, the parameters shift.”

            9.  Play the video clip below excerpted from the public program “The Architecture of Remembrance.” In this clip, Michael Arad presents his argument for the necessity of the 9/11 Memorial to be a public space.

            Video: Architecture of Remembrance Excerpt 2

            Architecture of Remembrance 2

            10.  Conclude by asking: Do you think it is possible for the rebuilt World Trade Center site to serve as both a public space and a place of remembrance? Should it serve both functions or should importance be placed on one aspect over the other?

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