MSUB Lesson Plan Template Standard Information: Grade 11, U.S.

History Heidi Graves Descriptive Title: 9/11, Student-Centered Lesson Description: Students will review the information about 9/11 provided to them by their te tboo! and dis"uss the advanta#es and disadvanta#es of the "ontroversial $atriot %"t. &his lesson re'uires ( days) first day will address the 9/11 information provided in the te tboo!, se"ond day students brea! into #roups to support or oppose the $atriot %"t. Objective(s) of t e Lesson: Students will read information "riti"ally and put into "onte t the date written. Students will be able to des"ribe the events that o""urred on Sept. 11, (**1 and list reasons for the +,ar on &error- that resulted. Students will be able to identify the $atriot %"t and list advanta#es and disadvanta#es. Students will be able to e plain and define their position in a deliberation of a "ontroversial issue. State Standards and !rade Level "#pectations: .nd of Grade /evel 1( Content Standard 1 0 Students a""ess, synthesi1e, and evaluate information to "ommuni"ate and apply so"ial studies !nowled#e to real world situations. 2en"hmar! ( 0 apply "riteria to evaluate information 3e.#., ori#in, authority, a""ura"y, bias, and distortion of information and ideas4. Content Standard ( 0 Students analy1e how people "reate and "han#e stru"tures of power, authority, and #overnan"e to understand the operation of #overnment and to demonstrate "ivi" responsibility. 2en"hmar! 5b 0 analy1e the impa"t of the Constitution, laws and "ourt de"isions on the ri#hts and responsibilities of "iti1ens Content Standard 6 0 Students demonstrate an understandin# of the effe"ts of time, "ontinuity, and "han#e on histori"al and future perspe"tives and relationships. 2en"hmar! 7 0 apply ideas, theories, and methods of in'uiry to analy1e histori"al and "ontemporary developments, and to formulate and defend reasoned de"isions on publi" poli"y issues 2en"hmar! 8 0 investi#ate, interpret, and analy1e the impa"t of multiple histori"al and "ontemporary viewpoints "on"ernin# events within and a"ross "ultures, ma9or world reli#ions, and politi"al systems 3e.#., assimilation, values, beliefs, "onfli"ts4.

$oncept(s) and%or &e' (ords and Definition(s): Controversial 0 % heated topi") a prolon#ed publi" dispute or ar#ument, "ontainin# matters of opinion, and no "lear ri#ht or wron# answer. &errorism 0 &he "al"ulated use of, or threatened us of, violen"e a#ainst individuals or property for the purpose of intimidatin# or "ausin# fear for politi"al or so"ial ends. US% $atriot %"t 0 3Unitin# and Stren#thenin# %meri"a by $rovidin# %ppropriate &ools :e'uired to ;nter"ept and <bstru"t &errorism %"t4 also !nown as simply the $atriot %"t. %n %"t whi"h was passed in response to 9/11 to "ombat terrorism. St)dents* Bac+,ro)nd &no-led,e: Students should be able to read near #rade level with little assistan"e in order to a"tively parti"ipate in deliberation. ;t would be helpful but not ne"essary for students to be familiar or at least have heard of &he $atriot %"t before 9/11 lesson be#an. Materials and Teac in, .ids: Teaching 9/11 handout 0 in"luded below Patriot Act Continues to Spark Debate handout 0 in"luded below The USA Patriot Act e planation 0 in"luded below =>& The Lessons arti"le 0 in"luded below Hi#h S"hool &e tboo! with se"tion "overin# 9/11 ;nternet a""ess to play >ou&ube video. $lassroom Mana,ement S),,estions: o ?eliberation #roups should "onsist of 6-5 students. Have plan on how students will be divided before "lass be#ins. o 2a"!#round readin# assi#ned before "lass to build understandin# and fa"ilitate dis"ussion. o Have $ower$oint on and ready for day (. Teac in, Model: ?ay 1 :ead aloud in "lass Teaching 9/11 arti"le. Have students read around-the-world by para#raph. .n"oura#e all students to read, if a student is very un"omfortable, allow students to read one-two senten"es aloud before +passin#.o ;f relevant, have students note the date on this arti"le. 3@or S?(, e plain to students that their te tboo! was "opyri#hted in (**7, and that this arti"le is referrin# to the era that their te tboo! was printed.4 Usin# around-the-world a#ain, read aloud in "lass portion of 9/11 se"tion in te tboo! that des"ribes the event on that day 3pa#es US(-US5 in ba"! of te tboo!, lo"ated behind the epilo#ue4. ,here appropriate, have students note the mood the para#raphs present. =ote terms su"h as +heroi",- +en#ulfed in flames,or +unima#inable horror,- or senten"es li!e +no one will ever !now how many lives the passen#ers saved as they #ave up their own.- . plain to students the patriotism and emotion people were feelin# be"ause of this event.

$ay a part of %lan Aa"!sonBs +,here ,ere >ou- from >ou&ube. Have students listen to the lyri"s and dis"uss. %ssi#n remainin# readin# of 9-11/&errorism se"tion of te tboo! for ne t "lass period. ;f time remains, they "an be#in readin# to themselves in "lass. Have students note the atmosphere "han#e in the remainin# se"tion. ;f ne"essary, a ta!e-home study wor!sheet "an be sent home to ensure readin# of the material. :ead aloud to "lass the portion of =>& The Lessons provided below. 3%""ommodationC also put te t on overhead for students to follow alon# 0 for students with hearin# disabilities and .//s.4 o :epeat para#raph on te tboo!s avoidin# "ontroversy. &his is a se#ue into todayBs topi". Have a student re-read +%ntiterrorism /aw- on pUS15 of te tboo!. Hold brief refle"tion on this para#raph. o %s! "lass if they !now what law they are referrin# to. o How familiar are they with that lawD o @or a law so famous, why do you suppose the name is not mentionedD Show $ower$oint o :eview ?eliberation Guide slide. o %s! students +,hat needs to happen for deliberations for #o smoothlyD $rovide e amples if ne"essary to prompt student parti"ipation :ead material "arefully @o"us on deliberation 'uestion /isten "arefully to what others are sayin# Che"! for understandin#/Get "larifi"ation if you donBt understand somethin# Spea!/.n"oura#e others to spea! Support your ideas with the readin# material Use life e perien"es in a relevant way 2e respe"tful when "ontroversy arises @o"us on ideas, not personalities ,rite studentBs ideas on the white board Hand out The USA Patriot Act e planation to students. %llow (-7 minutes to read on"e everyone re"eives a "opy. Hand out Patriot Act Continues to Spark Debate. o ,hile arti"le is handed out, have students note date of arti"le. 3date is same year as te tboo! "opyri#ht for S?(4 o %llow appro imately E minutes for students to read. Have students underline/hi#hli#ht fa"ts and ideas thou#ht to be important. Show $ower$oint slide with deliberation 'uestion. o Does the Patriot Act go too far on what liberties Americans shoul ha!e to sacrifice in e"change for their safet#$

?ay(

:emind students of the su##estions they mentioned to ma!e a deliberation #o smoothly 3"urrently listed on whiteboard4. ?ivide students into two teams of 6-5 students ea"h. o &eam % 0 Support 'uestion o &eam 2 0 <ppose 'uestion o Students do not #et to "hoose whi"h position to represent. Students are to use their best reasons to support their position re#ardless of personal opinion. o Have the &eam +%-s and &eam +2-s #roup to#ether to identify reasons to support their position. Have students write down their reasons on ,or!sheet as they will be turnin# this paper in at the end of the lesson. &ea"her should wal! around to ea"h of the #roups to observe teams listin# their reasons and assist if needed. &eam % and &eam 2 does not "ommuni"ate between ea"h other for this se"tion. o Have ea"h team, startin# with &eam %, present their best reasons for supportin# their side of the deliberation. &eams are to be "onvin"in#, re#ardless of whether or not they personally believe in the position they are representin#. .a"h team is to listen "arefully to the other teamBs reasons. Fuestions for "larifi"ation may be as!ed, but no deliberation or ar#ue ta!es pla"e in this se"tion. Have studentBs write down the opposin# teams reasons on their ,or!sheet. o :everse $ositionC .a"h side is to e plain ba"! what the other teamBs reasons were for supportin# or opposin# the position. o ?eliberation of Fuestion ?isband teams and have all students in #roup deliberate 'uestion. Su##est to students to use what they have learned about the issue alon# with personal e perien"es to "hoose a position and state it to other members of the #roup. o :efle"tion/Con"lusionC ?isband #roups and re9oin "lass. %s! studentsC ,hat were the best reasons for supportin#/opposin# ?eliberation FuestionD ?id you find it hard to represent a position they personally did not believe inD ,hy do you suppose itBs important to deliberate this 'uestion in a demo"ra"yD ,hy do you suppose its not mentioned in the te tboo!D Should it be mentioned in the te tboo!D o . plain assi#nmentC Have students "ompose letter to te tboo! publisher proposin# an update to the 9/11 se"tion in the boo!. Students should su##est both reasons supportin# and opposin# the $atriot %"t and e plain to the publisher why a revision is

important. 3;f students do not believe it should be mentioned in the te tboo!, have students draft a letter supportin# the publisherBs de"ision to omit, and in"lude both supportin#/opposin# reasons and why %"t is too "ontroversial.4 o ;f time permits before bell, do a 'ui"! poll on how many students personally support/oppose/unde"ided position. Have students raise hands. Indian "d)cation for .ll: =one .ssessment: Usin# their te tboo!, in-"lass readin#s, and deliberation e perien"e, have students "ompose letter to te tboo! publisher proposin# an update to the 9/11 se"tion in the boo!. o . plain to the publisher why a revision is important. o ;n"lude both reasons supportin# and opposin# the $atriot %"t o ;f students do not believe it should be mentioned in the te tboo!, have students draft a letter supportin# the publisherBs de"ision to omit, and in"lude both supportin#/opposin# reasons and why %"t is too "ontroversial. Lin+s o)tside t is lesson: o ?eliberation and "ommuni"ation s!ills are not only useful in "ontroversial histori"al issues, but also in other s"hool sub9e"ts and in a demo"ra"y. &hese s!ills help promote a hi#her level of learnin#. o Criti"al thin!in# is not only useful for te tboo!s, but for any information the students read. ;t is important for students to loo! at the bi##er pi"ture on where 3and why4 the information is "omin# from. Criti"al thin!in# helps promote a hi#her level of learnin#. o &his lesson also "rosses over into the "ivi"s "lassroom and debate "lassroom, provided ba"!#round e perien"e for both. .ccommodation for Diversit': o %llow .// students and students with readin# disabilities to pre-read in-"lass handouts. Have students pre-prepare a reason both supportin# and opposin# the $atriot %"t to "ontribute in #roup. o $ut on overhead tea"her-read The Lessons so that .// students and students with hearin# disabilities "an follow alon#. $itations Group deliberation steps and deliberation pro9e"t idea borrowed from httpC//www.deliberatin#.or#/ @ull-len#th arti"les lo"atedC httpC//www.nytimes."om/(*11/*9/*G/us/sept-11-re"!onin#/tea"h.htmlDpa#ewantedHall

httpC//www.thenation."om/arti"le/tea"hin#-911Dpa#eH*,* httpC//www.ppbs.or#/newshour/indepthI"overa#e/terrorism/homeland/patriota"t.html httpC//www.pbs.or#/newshour/e tra/features/9uly-de"*7/patriota"tI9-1E.html

/ame: 0000000000000000000 Team: 0000000000000000000

Deliberation (or+s eet

1easons to S)pport t e Deliberation 2)estion (Team .)

1easons to Oppose t e Deliberation 2)estion (Team B)

9/11 Lesson

Student Name:

________________________________________

CATEGORY Salutation and Closing

4
Salutation and closing have no errors in capitalization and punctuation !etter includes date "ritten

3
Salutation and closing have #$% errors in capitalization and punctuation !etter includes date "ritten

2
Salutation and closing have & or more errors in capitalization and punctuation !etter includes date "ritten )riter ma*es &$+ errors in grammar and'or spelling

1
Salutation and'or closing are missing (ate letter "ritten missing

Grammar & spelling (conventions)

)riter ma*es no )riter ma*es #$% errors in grammar or errors in grammar spelling and'or spelling

)riter ma*es more than + errors in grammar and'or spelling

Ideas

,deas "ere e-pressed in a clear and organized .ashion ,t "as eas/ to .igure out "hat the letter "as a0out !etter included reasons 1at least % each2 0oth supporting and opposing 3atriot Act and e-plained "h/ te-t0oo* should'should not 0e revised Student contri0uted or participated in all o. the in$class deli0eration

,deas "ere e-pressed in a prett/ clear manner4 0ut the organization could have 0een 0etter !etter included reasons 1at least # each2 supporting and opposing 3atriot Act and e-plained "h/ te-t0oo* should'should not 0e revised

,deas "ere some"hat organized4 0ut "ere not ver/ clear ,t too* more than one reading to .igure out "hat the letter "as a0out Reasons supporting and opposing 3atriot Act missing or e-planation o. "h/ te-t0oo* should'should not 0e revised missing Student contri0uted or participated in onl/ part o. the in$class deli0eration

The letter seemed to 0e a collection o. unrelated sentences ,t "as ver/ di..icult to .igure out "hat the letter "as a0out !etter did not include reasons supporting and opposing 3atriot act or e-planation o. "h/ te-t0oo* should'should not 0e revised

eli!eration "articipation

Student contri0uted or participated in most o. the in$class deli0eration

Student did not contri0ute or participate in the in$ class deli0eration

#or$s%eet

Student listed 0oth supporting and opposing positions on "or*sheet and turned it in on time

Student listed 0oth Student listed onl/ supporting and one position on opposing positions "or*sheet on "or*sheet 0ut did not turn it in on time

Student did not list either position on "or*sheet

Teac in, 3%44

Aon ,iener September 8, 2005 | This article appeared in the September 26, 2005 edition of The Nation.

9/11 is history--but how is it bein# tau#ht to students in history "oursesD Geor#e 2ush and other "onservatives maintain that the atta"!s were a"ts of evil) liberals, while they "ondemn the atta"!s, see them as havin# a so"ial and politi"al "onte t that we need to understand. &hese differen"es are refle"ted in the debate over the te tboo!s written in the past three years. Conservatives "omplain that the tea"hin# of 9/11 has been Jsimplified and saniti1edJ in an effort Jnot to...upset spe"ial interest #roups,J in the words of Chester @inn, assistant se"retary of edu"ation in the :ea#an %dministration, who wrote the foreword to A Consumer%s &ui e to 'igh School 'istor# Te"tbooks, by ?iane :avit"h, assistant se"retary of edu"ation in the 2ush Sr. %dministration. @inn and :avit"h, who based their "on"lusions on a readin# of si of the most widely assi#ned te tboo!s in hi#h s"hool history "ourses, "omplained that students readin# the te tboo!s Jwould s"ar"ely learn that anybody in parti"ular had or#ani1ed these sava#e atta"!s...mu"h less why.J @inn and :avit"h are ri#ht about some of the te ts. America( Pathwa#s to the Present, by %ndrew Cayton et al., says in its (**5 edition that the Jprime suspe"tJ in the atta"!s was <sama bin /aden, but he is des"ribed only as Ja wealthy Saudi dissident.J JSaudi dissidentJ is hardly the ri#ht term--a student mi#ht #et the impression he was fi#htin# for Saudi womenKs ri#hts. &he boo! #oes on to say that bin /aden had been #ranted san"tuary by the &aliban in %f#hanistan, but the &aliban are des"ribed only as a J#roupJ that Jsou#ht to set up their version of a pure ;slami" state, bannin# su"h thin#s as television and musi".J @rom the perspe"tive of an %meri"an tenth #rader, this is typi"al of tyrants everywhere--startin# with their own parents, punishin# them for bad #rades. %s an e planation of the JwhoJ and JwhyJ of 9/11, the dis"ussion in $athways mi#ht best be termed Jin"oherent.J Several other leadin# te ts do mu"h better. The American )epublic, by Aoy"e %ppleby et al., has a se"tion on 9/11 in its (**5 edition, written by %lan 2rin!ley of the Columbia University history department, that provides a wonderfully "lear and thorou#h e planation of the JwhoJ and JwhyJ of 9/11, startin# with bin /adenKs role in the

resistan"e to the Soviet invasion of %f#hanistan. J2in /adenKs e perien"e in %f#hanistan "onvin"ed him that superpowers "ould be beaten. He also believed that ,estern ideas had "ontaminated Luslim so"iety. He was outra#ed when Saudi %rabia allowed %meri"an troops on Saudi soil after ;ra' invaded Muwait.J He therefore be#an a series of atta"!s see!in# to drive %meri"ans out of the Liddle .ast. 9/11 was the most spe"ta"ular in this series of atta"!s. % different approa"h "an be found in The American Promise, by Aames :oar! et al., an introdu"tory "olle#e te t that is the most widely adopted te tboo! in the mar!et. ;t is assi#ned in do1ens of hi#h s"hools, publi" and private, in"ludin# publi" s"hools in %tlanta, =ewar! and Chi"a#o. % se"tion written by Susan Hartmann, who tea"hes history at <hio State, identifies bin /adenKs #oals and then e plains the JwhyJ of his findin# supportersC JHi#h levels of poverty i#nored by undemo"rati" and "orrupt #overnments provided bin /aden a pool of disaffe"ted youn# Luslims who saw the United States as the evil sour"e of their misery and the supporter of ;sraelKs oppression of $alestinian Luslims.J % "ompanion volume of histori"al do"uments, edited by Li"hael Aohnson, in"ludes the famous $residentKs ?aily 2rief from %u#ust 8, (**1C Jbin /aden ?etermined to Stri!e in the USJ) the te t of 2ushKs address on September (*, (**1C Jthey hate us... Nbe"auseO they hate our freedomsJ) and an %l Faeda trainin# manual posted on the Austi"e ?epartment website. $robably the best te tboo! on 9/11 is .ri" @onerKs &i!e *e Libert#, a new introdu"tory "olle#e te t that has been adopted at more than 7** institutions in its first year. ;t is also assi#ned in some hi#h s"hool %$ "lasses, ran#in# from suburban =ew &rier &ownship Hi#h S"hool in ;llinois to &ransit &e"h Hi#h S"hool in 2roo!lyn. @oner 3a member of The +ationKs editorial board4, in addition to e plainin# bin /adenKs opposition to spe"ifi" US poli"ies, also e amines the 2ush %dministrationKs response--de"larin# suspe"t "iti1ens Jenemy "ombatantsJ and "reatin# se"ret military tribunals--and pla"es these de"isions in histori"al "onte t. He finds parallels between this response and previous efforts to limit "ivil liberties in the name of se"urityC suspension of habeas "orpus durin# the Civil ,ar, perse"ution of German-%meri"ans durin# ,orld ,ar ; and Aapanese%meri"ans durin# ,orld ,ar ;;, L"Carthyism durin# the "old war. @oner thus "onne"ts the response to 9/11 with lar#er themes in %meri"an history, as!in#, J,hat is the proper balan"e between liberty and se"urityD ,ho deserves the full en9oyment of %meri"an freedomDJ <f "ourse, "riti"s on the ri#ht ob9e"t to this !ind of tea"hin#. /ynne Cheney, wife of the Pi"e $resident and former head of the =ational .ndowment for the Humanities, said in a (**1 spee"h that those who ar#ue that 9/11 shows we need to learn more about the rest of the world were blamin# %meri"aKs Jfailure to understand ;slamJ for the atta"!s. ?inesh ?KSou1a made a similar ar#ument in his (**( boo! ,hat%s So &reat About America, and ,illiam 2ennett, in his (**( boo! ,h# ,e -ight, spo!e out a#ainst historians who Jwea!en the "ountryKs resolve.J @oner re9e"ts these ar#uments. He insists, in an arti"le about the problems and opportunities in tea"hin# 9/11, that J. planation is not a 9ustifi"ation for murder, "riti"ism is not e'uivalent to treason, and offerin# a histori"al analysis of evil is not the same thin# as "onsortin# with evil.J ;f @inn and :avit"h really

support tea"hin# about 9/11 that isnKt Jsimplified and saniti1ed,J "on"edin# the validity of those points would be a #ood pla"e to start. ,hatever the merits of @onerKs ar#ument, problems with the tea"hin# of 9/11 arenKt li!ely to be resolved soon. Lany hi#h s"hool students wonKt see any of the new te ts be"ause their s"hools are still usin# old boo!s. &hen thereKs the impa"t of 2ushKs =o Child /eft 2ehind %"tC ;t re'uires standards and testin#, and sin"e tea"hers tea"h to the test, itKs un"lear how mu"h 9/11 tea"hin# there will be. ;n California, for e ample, the standards havenKt been revised sin"e 9/11, so JthereKs no spe"ifi" standards that refle"t it even happened,J says %dam ,emmer, who tea"hes at $a"ifi"a Hi#h S"hool in Garden Grove. %nd finally, thereKs the simple matter of too mu"h history, too little time. J&he trouble,J says 2eth %nderson, who tea"hes at .l &oro Hi#h S"hool in /a!e @orest, California, Jis that no one mana#es to #et to the Clinton years, mu"h less (**1.J

.bo)t t e .)t or

5on (iener

Aon ,iener tea"hes US history at UC ;rvine. His most re"ent boo! is Historians in &rouble. He sued the @2; under...

http://www.thenation.com/article/teaching-911?page=0,0

Patriot Act Continues to Spark Debate

Posted: 09.17.03

Almost two years after the introduction of the USA Patriot Act, President Bush is asking lawmakers to expand the powers provided under the anti-terrorism legislation. Printer-friendly versions !"#$ % P&'

"he president(s re)uest is the latest spark in the controversy over the USA Patriot Act - the Uniting and Strengthening America *y Providing Appropriate "ools +e)uired to ,ntercept and -*struct "errorism Act - which .ongress signed into law one month after the terrorist attacks on Sept. //, 011/. ,n a speech delivered the day *efore the two-year anniversary of Sept. //, President Bush called on .ongress to 2untie the hands of our law enforcement officials so they can fight and win the war against terror.2 "he expanded powers would allow officials to *ypass a 3udge or grand 3ury in order to o*tain su*poenas in time-sensitive terrorism investigations. ,t would also deny *ail to terrorism suspects and open up the federal death penalty for terror-related crimes that result in death. .urrently, the act allows officials to track an individual(s communications on the +eading and ,nternet, install telephone and computer &iscussion wiretaps, o*tain search warrants for voice4uestions mail and e-mail messages, access personal information, such as medical, financial and educational histories, and access li*rary records without proof of a crime.

Growing Criticism

Supporters and critics of the law are constantly at odds over what li*erties Americans should have to sacrifice in exchange for their safety. "he Patriot Act(s most outspoken critic, the American .ivil $i*erties Union, or A.$U, an 51-year-old civil rights watchdog organi6ation, called the act a 2surveillance monster2 and argued that there were 2virtually no rules2 governing the new powers. "he act slowly eliminates 3udicial oversight and upsets checks and *alances, A.$U 7xecutive &irector Anthony +omero told 8ewsweek maga6ine. 2-f course we want to *e safe, *ut the government of the United States under the leadership of 9eorge Bush and :ohn Ashcroft has perpetrated a cruel hoax on the American people,2 8ew ;ork .ivil $i*erties Union 7xecutive &irector &onna $ie*erman said. 2,t has taken advantage of this unspeaka*le tragedy to launch a *roadside against our fundamental rights.2 Another complaint from civil li*erties groups is that the law is increasingly *eing used against criminals, who are not terrorists. A man in 8orth .arolina accused of running a methamphetamine la* was charged with *reaking a new state law that *ars the manufacturing of chemical weapons. ,f he is convicted he could get /0 years to life, a crime that had previously only resulted in a six-month sentence, the Associated Press reported.

De ending t!e Patriot Act

,n an effort to rally support for the Patriot Act, Attorney 9eneral :ohn Ashcroft recently finished a /<-city tour, traveling across

the United States to speak to law enforcement officials in defense of the act. Ashcroft pointed to the triumphs the government has made under the act since Sept. //, 011/. Among them, federal prosecutors have *rought more than 0=1 criminal charges under the law, resulting in more than />1 convictions or guilty pleas. 2?e have used tools provided in the Patriot Act to fulfill our first responsi*ility -- that of protecting the American people,2 Ashcroft said. 2?e(ve used these tools to provide the security that ensures li*erty.2 'ormer Assistant Attorney 9eneral @iet &inh said the act(s success is o*vious *ecause nothing has happened in the last two years, an achievement for law enforcement officials, the &epartment of :ustice and Ashcroft. $awmakers, hoping to avoid the heated de*ates that surrounded the passage of the original Patriot Act, are expected to )uietly attach additions to the Patriot Act to spending *ills, which are usually easier to pass in .ongress.
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REG,ON: North America TO3,C: Terrorism

6pdated: 7arch %84 %99: &%e 'S( "atriot (ct The 6SA 3atriot Act4 passed in response to the Sept ##4 %99# terrorist attac*s on the 6nited States4 is aimed at providing the tools la" en.orcement o..icials need to prevent .urther terrorist attac*s ;ut almost since its passage<some la"ma*ers and civil li0ertarians have contended the act in.ringes on the rights o. 6 S citizens )hen 3resident ;ush signed the 6niting and Strengthening America 0/ 3roviding Appropriate Tools Re=uired to ,ntercept and O0struct Terrorism4 or 6SA 3atriot Act4 into la" on Oct %:4 %99#4 he said the legislation "ould >help la" en.orcement to identi./4 to dismantle4 to disrupt4 and to punish terrorists 0e.ore the/ stri*e > >)e?re dealing "ith terrorists "ho operate 0/ highl/ sophisticated methods and technologies4 some o. "hich "ere not even availa0le "hen our e-isting la"s "ere "ritten4> 7r ;ush said >The 0ill 0e.ore me ta*es account o. the ne" realities and dangers posed 0/ modern terrorists > The act gave the government 0road ne" legal and investigative authorit/ and increased po"er to sanction organizations and individuals "ho do not cooperate "ith investigations ,t also provided some legal protections .or those "ho assist la" en.orcement in its investigative "or* 5o"ever4 in 7a/ %99%4 the @oreign ,ntelligence Surveillance Court ruled against the Austice (epartment?s proposed plan .or greater in.ormation sharing 0et"een intelligence o..icials and domestic la" en.orcement The court argued the proposal "ould eliminate congressionall/ mandated 0arriers 0et"een the intelligence communit/ and criminal prosecutors that could allo" prosecutors to >advise @;, intelligence o..icials concerning ?the initiation4 operation4 continuation4 or e-pansion o. B@oreign ,ntelligence Surveillance ActC searches or surveillance?> $$ a change .rom previous procedure A .ederal appeals court4 ho"ever4 overturned the ruling in Novem0er %99%4 stating that the 6 S government has an e-panded authorit/

to use "iretaps and other surveillance techni=ues in its e..orts to trac* suspected terrorists The appeals court ruling said that e-panded po"ers to "iretap those suspected in .oreign terrorist operations $$ including 6 S citizens $$ outlined in the 3atriot Act do not violate the Constitution< &%e original "atriot (ct The original 6SA 3atriot Act "as a massive revision o. 6 S la" regarding intelligence gathering4 the structure o. .ederal agencies4 and the "a/ the government prosecutes suspected terrorists and other criminals ,t also contained man/ tools that la" en.orcement pro.essionals had lo00ied .or some time )hen the 0ill "as signed into la"4 then Attorne/ General Aohn Ashcro.t said in a statement4 >!a" en.orcement is no" empo"ered "ith ne" tools and resources necessar/ to disrupt4 "ea*en4 and eliminate the in.rastructure o. terrorist organizations4 to prevent or th"art terrorist attac*s4 and to punish the perpetrators o. terrorist acts The American people can 0e assured la" en.orcement "ill use these ne" tools to protect our nation "hile upholding the sacred li0erties e-pressed in the Constitution > ;ut groups opposed to the 0ill4 such as the American Civil !i0erties 6nion4 said the 3atriot Act "ent too .ar in its un.ettering o. the .ederal government4 and endangered the civil rights o. American citizens as "ell as immigrants ,n an Octo0er %99# letter to the 5ouse4 the AC!6 urged la"ma*ers to vote do"n the .inal version o. the 0ill >)hile it contains provisions that "e support4 the American Civil !i0erties 6nion 0elieves that the 6SA 3atriot Act gives the attorne/ general and .ederal la" en.orcement unnecessar/ and permanent ne" po"ers to violate civil li0erties that go .ar 0e/ond the stated goal o. .ighting international terrorism4> the group said

http:''""" p0s org'ne"shour'indepth_coverage'terrorism'homeland'patriotact html

9/11 : The Reckoning Twitter Facebook Email

,n the 6nited States4 most te-t0oo*s o. the earl/ %999s portra/ed the attac*s as an occasion .or patriotism and heroism 7ore recentl/4 the/ have started using more graphic images 5o"ever4 an anal/sis o. nine high school te-t0oo*s used 0/ almost hal. o. American students .ound that most did not sa/ ho" man/ people "ere *illed or "ho "as responsi0le .or the attac*s

The Lessons
Around the world, the descriptions and messages o te!tbooks and curriculums "ar# widel#$ %n the &nited 'tates, details are ading awa#$ (# TA)AR LE*%+ ,ublished: 'eptember -, ./11

*hat do schoolchildren around the world learn about 9/11 and its a termath0$$$$ 1$%n the &nited 'tates, most te!tbooks o the earl# .///s portra#ed the attacks as an occasion or patriotism and heroism 2 igurati"el# and literall# 2 man# using the %wo 3ima4like photograph o three ire ighters raising a lag in the rubble o ground 5ero$ That lag4raising, said )ar# Ann 6undersen, an editorial director at ,earson,

showed 7ust what she wanted to capture: 8resilience and de iance and hope and respect$9 (ut a decade later, American te!tbooks are starting to use more graphic images o a plane slamming into the twin towers and erupting into a ireball, or panic in the streets as +ew :orkers led the roiling dust cloud that ollowed the towers; collapse$ <iana E$ =ess, an education pro essor at the &ni"ersit# o *isconsin in )adison, anal#5ed nine American high school te!tbooks that together are used b# almost hal o American students$ 'he ound that while the# used dramatic labels >8horrendous plot9 or 8crime against humanit#9? to describe the attacks, the# pro"ided little in ormation about what actuall# happened$ )ost o the te!tbooks did not e"en sa# how man# people were killed or who was responsible or the attacks1$$ 1$8*hen #ou read the te!tbooks, it;s hard to make sense o wh# this happened,9 <r$ =ess said$ 8There;s a prett# big "oid in the narrati"e$9 And the amount o speci ic in ormation seems to be shrinking as the #ears go b# 2 at least in the ew te!tbooks that ha"e had more than one post49/11 edition$ 'o while the .//@ edition o 8The Americans9 enumerated the deaths o the passengers in the our planes, the A// ire ighters and B/ police o icers who rushed into the twin towers to rescue people, and so on, the ./1/ edition was condensed to: 8About A,/// people were killed in the attacks 2 the most destructi"e acts o terrorism in modern histor#$9 'imilarl#, the .//@ 8)agruder;s American 6o"ernment,9 describing the decision to in"ade %raC, said: 8%n .//., Dongress agreed that ,resident (ush should take whate"er measures were Enecessar# and appropriate; to eliminate the threat posed b# 'addam =ussein and his %raCi dictatorship$ %t was widel# belie"ed that that regime had amassed huge stores o chemical and biological weapons and was seeking to become a nuclear power 2 all in direct "iolation o the 6ul *ar;s cease4 ire agreement$9 (ut the ./1/ edition eliminated all mention o weapons o mass destruction$ *hile contro"ersial public polic# issues, like ci"il liberties and going to war, should be included in te!tbooks, <r$ =ess said, their absence is not surprising$ 8Te!tbook de"elopers tr# to steer clear o contro"ers# as much as possible,9 she said$ 8The#

know what happens when some committee somewhere picks up on some sentence that bugs someone$9 <r$ =ess also critici5ed the te!tbooks or creating a alse impression that most terrorist acts in"ol"ed the &nited 'tates, when, in act, *estern Europe and 44 especiall# 44Latin America ha"e su ered ar more terrorist attacks$

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