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=**That's History.... But According to Who?**= Created by KHRYSTIE-ANN CLARK
 * A Unit on How 9/11 Has Been Constructed**

The UBD template, lesson plan, rubric and schedule can all be found on the right side bar!*
 * IMPORTANT - Please Note:**

This unit has been designed for students in grade 12, an advanced placement class. Ideally, these students live in NY and have previous knowledge about the events of 9/11.
 * Context:**

How are historical events constructed differently throughout texts? Why are these events constructed in such differing ways? How do these different historical portrayals reflect specific rhetorical goals?
 * Essential Questions:**

Expository essay: Students will be assigned an expository essay in which they explore how an author depicts 9/11. Students will write how the author's own agenda, motives and rhetorical goals are reflected in what is written throughout the text. Students must explore how the author's own slant on the events influence what is being included (and what is not being included) in the text. I want students to recognize that the author has constructed the portrayal of 9/11 in a very specific ways and comment on what motives that construction.
 * Cumulative Assignment:**


 * Text Set:**
 * //Extremely Loud and Incredibly Close// by Jonathan Safran Foer - This is the fulcrum text of this unit; Students will be reading it while we explore how the same historical events can be portrayed differently
 * //Pride of Baghdad// by Brian K. Vaughan - Students will compare how both of this text with the next listed text tell such different stories about the same historical events; in groups, students will discuss how the author spreads their message through the use of specific rhetorical devices (*it is important that students have exposure to graphic novels); This text will illustrate to student the varying nature of cultural constructions
 * //9/11: Emergency Relief// - Students will compare how both of this text with the previously listed text tell such different stories about the same historical events; in groups, students will discuss how the author spreads their message through the use of specific rhetorical devices (*it is important that students have exposure to graphic novels)
 * //Love is the Higher Law// by David Levithan - Students will have this book as one of three options for their literature circle
 * //That Day in September// by Artie Van Why - Students will have this book as one of three options for their literature circle
 * //Planes without Passengers: The Faked Hijackings of 9/11// by Dean T. Hartwell -Students will have this book as one of three options for their literature cirlce
 * //IraqiGirl: Diary of a Teenage Girl in Iraq// by "IraqiGirl" - Students will read provided excerpts to analyze how the same event is portrayed differently due to cultural constructions; I want to students to think about what informs this author's views
 * //With Their Eyes: September 11th, The View from a High School at Ground Zero// by Annie Thoms - Paired with the text listed below, this text will be used to focus on how perspective and intended audience influence what and how information is presented
 * //The Little Chapel That Stood// by AB Curtiss - This children's book, paired with the text above, will be used to focus on how perspective and intended audience influence what and how information is presented
 * [] (9/11 Conspiracy Video): Students will watch this video and read its description to analyze why this historical event is portrayed in the way it is; Day 6 of sequence
 * [] (List of 9/11 Conspiracies)
 * [] - In groups of 4, students will identify the frameworks and discourses that inform this author's use of information; Day 3 of sequence
 * [] - In groups of 4, students will read this article in conjunction with the next listed article to compare and contrast the re-tellings of 9/11 in each article based on what the author chooses to include, chooses not to include and their sourcesof information; Day 5 of sequence
 * [] -In groups of 4, students will read this article in conjunction with the article listed above to compare and contrast the re-tellings of 9/11 in each article based on what the author chooses to include, chooses not to include and their sources of information; Day 5 of sequence