By Sarah Hurd & Natalie Schaefer
“On Tuesday morning, September 11, 2001 the al-Qaeda terrorist network successfully executed attacks against the United States using four commercial airplanes. The airplanes were used as missiles to commit suicide bombings on several key buildings in the US. The attacks killed 2,996 people, injured over 6,000 others, and caused at least $10 billion in infrastructure and property damage. The death toll increased even after the initial attacks, as additional people died of cancer and respiratory diseases related to the debris from the destroyed buildings in the months and years following the attacks” (Childs). People around the world were glued to news outlets and watched tragedy unfold as they followed the paths of Flight 93, Flight 77 and the two airliners that flew into the Twin Towers in New York City.
Twenty years have passed since the attacks on September 11, 2001, an event that would devastate a nation and change the course of history forever. “...it’s not a current, contemporary issue as much for students in the classroom as much as it’s a history lesson,” said Barbara McCormack, vice president of education at the Newseum. “It’s going from the front pages of the newspaper to the history books” (Martines). Even amidst unparalleled destruction and violence, the days after 9/11 showed the incredible strength, resilience, and courage of the American people. It is this spirit of strength that we continue to honor in the lives that were lost and those who are affected; and we celebrate the resilience of our nation over the last twenty years.
It’s not surprising that teaching 9/11 as history is a delicate task. These events are, for some people, a lived experience in recent history and for others a historical event that they read about in history textbooks or learn of the events on an online resource. For the teachers that remember that day, it can be an emotional and heavy day to be in the classroom. It can be hard to approach the subject matter as it is sensitive and the images and documents that might be used as primary sources are disturbing. The story is also very much still being written, as the effects of 9/11 on American society continue to evolve. There is no national guideline in terms of teaching the topic. Schools and teachers are able to determine what is a best fit for their students and staff. Teachers say many students have similar relationships with 9/11 as adults do with events like the bombing of Pearl Harbor or even the Challenger explosion: they know the facts but may not have the personal connection that comes with witnessing a tragedy and its aftermath.
There are several options that teachers can explore as they consider teaching about the events before, during and after September 11, 2001. Exploring the national memorials (Flight 93 National Memorial, 9/11 Pentagon Memorial, and the World Trade Center Memorial) might be a way to engage students in learning about the victims, heroes, and timeline of the events of the day. Teachers may explore the September 11 Initiative from StoryCorps and find a handful of stories to share with students. Listening to stories that commemorate the lives of those who were lost that day may help humanize the event for students and take it out of the realm of just dates and facts. A popular option for schools is to use the days around 9/11 as a way to focus on citizenship and those that serve. Schools may choose to host veterans, first responders, and other humanitarian groups to say thank you and to highlight the importance of these roles within American society.
As 2021 marks the 20th anniversary of these terrorist attacks on the United States there will be a flood of news stories, webinars, documentaries, and events. Each of these will offer their unique perspectives and observations. We encourage students, parents, and teachers to engage with what feels comfortable for them.
Childs, David. ““What Happened on September 11? I Honestly Don’t Know.”” Democracy & Me, 12 September 2019, https://www.democracyandme.org/what-happened-on-september-11-i-honestly-dont-know/. Accessed 7 September 2021.
Martines, Jamie. “'9/11 is now a history lesson for most students. It's hard to convey what happened without getting emotional.'” tes.com, The Hechinger Report, 12 September 2016, https://www.tes.com/news/911-now-history-lesson-most-students-its-hard-convey-what-happened-without-getting-emotional. Accessed 7 September 2021.
By Joanie Farrow
Ever since I can remember, my mom would tuck me in bed, kiss me on the forehead and whisper “Lead with love.” Long after I grew up and had children of my own, that nighttime ritual continued with a phone call or a text from my mom. When I had my own children I began the same tradition with a little modification; “Lead with love. Stay curious.”
I have always been a bit obsessed with restoring kids’ ability to wonder in school. We are living in an age of complexity, with a global pandemic, rapid technological changes, growing indifference, and ever increasing demands on teachers. Recently I was asked to dive into that complexity and shift from being a math Teacher on Special Assignment to teaching a remote sixth grade class. I had 48 hours to prepare and I was nervous. In 20 years of teaching I had never taught students remotely. I worried about all of the uncertainties and complexities - how would I make this experience joyful and meaningful? As my anxiety and deep sense of being overwhelmed grew, I decided to approach the new journey of keeping my students engaged, motivated, and learning in a remote environment by trusting that if I led with love and fostered curiosity, the rest would come.
Did You Know There Is a CQ?
We have all heard of IQ and EQ. IQ stands for intellectual quotient and refers to mental ability and EQ stands for emotional quotient and concerns our ability to perceive, control, and express emotions. But did you know there is an equally important CQ? CQ, or the curiosity quotient, measures an individual’s desire to know. Knowing there was a lack of student driven curiosity in my past face to face classrooms, I became deeply focused on the importance fostering students’ desire to know in the remote environment. According to the Harvard review, “CQ concerns having a hungry mind. People with higher CQ, or intellectual curiosity, are more inquisitive and open to new experiences. They find novelty exciting and are quickly bored with routine. They tend to generate many original ideas and are counter-conformist.” CQ leads to higher levels of intellectual investment and knowledge acquisition over time, especially in formal education (Chamorro-Premuzic, T. , 2014). Many researchers contend that not only does intellectual curiosity make a big difference in learner outcomes, but it also increases overall happiness. So, not only is curiosity linked to better memory and job prospects – it also makes people happier! People who are curious report increased levels of satisfaction and mental well-being (Leslie, 2015).
Ways to Foster Curiosity in the Remote Environment
Although IQ is hard to coach, CQ can be developed. A strong sense of curiosity is the key to student engagement, motivation and developing a lifelong passion for learning. If students are curious, engagement and motivation issues are naturally resolved. This became an important daily goal in my remote classroom. There are numerous ways to foster curiosity in the remote classroom. Here are a few that worked for me.
Science - Begin each topic with a phenomena - Students’ attention is instantly focused when we share the experience of viewing a truly unique scientific phenomena. A phenomenon is simply an observable event. In the science classroom a carefully chosen phenomenon can drive student inquiry. It leads to questions, speculations, and energy you can feel through the screen. Mondays in my virtual classroom became phenomena time, and even the sleepiest of students never missed a Monday morning science class. The phenomena became a launch pad for asynchronous science weekly work, where students did quality problem based learning on their own and couldn't wait to come back together on Fridays and share what they learned and created.
Math - Start with curiosities, puzzlements, logic, riddles etc. We began every single daily lesson with these. Students loved starting math with an atypical math problem, sharing their thinking and asking questions. They learned to love slowing down and enjoying the challenge of maybe only one right answer but so many ways to find it! The few times I tried to skip this and dive right into a mini-lesson, my students were quick to protest.
ELA - Read aloud. No matter what the age of your students, read aloud to them. My students couldn’t wait to curl up with a blanket or a pet or both and listen to the next chapter. This is how I ended my ELA sessions and students looked forward to it. Sometimes we read more than one chapter; and sometimes I stopped in the middle of a chapter. I started each session by having a student share their summary of where we ended the day before. Then we all shared our predictions for what would come next - myself included! Through purposefully questioning and intentionally letting students do the talking before, during, and after a read aloud, my students slowly believed in their ability to wonder in the remote environment. Through daily read alouds we bonded; we shared our predictions and feelings, laughed, cried, and imagined.
Social Studies - Take virtual field trips. Yes we read, and we wrote, and students created amazing projects - but what kept them curious? Inspired? Motivated? Virtual field trips! Take them with your students during synchronous time so you can share the experience in real time. Student choice is key to curiosity. I allowed students to add to our classroom playlist of virtual field trips they would like to take. During the virtual experiences, plan on pausing and reflecting live about what they saw, heard and felt.
My Wish For You...
Albert Einstein famously said, “I have no special talents. I am only passionately curious.” My experience left me with a renewed appreciation of the impact curiosity has on student engagement, participation, motivation, and overall happiness. When I close my eyes, I can see my now 18 year old daughter when she was two wandering around the house kissing each cat and dog on the forehead and whispering “Lead with Love” and “Stay Curious.” The pets seemed to get it. My remote students got it. My daughter is still curious. And so that is my wish for you...lead with love and keep your students curious. Happy Thanksgiving, Jeffco teachers! I am grateful for you, and the entire Jefferson County community is grateful for you.
For more tips and resources that I used for relevant k-12 phenomena, read alouds, math puzzles and virtual field trips, check out the links below.
The Wonder of Science
Would You Rather?
100 Best Read Alouds
Discovery Ed Virtual Trips
The Nature Conservancy
Chamorro-Premuzic, T. (2014). Curiosity is as important as intelligence. Harvard Business Review,24(4), 166–171.
Leslie, Ian. Curious: The Desire to Know and Why Your Future Depends on It. Basic Books, 2015.
Considerations for Teaching During An Election
By Sarah Hurd & Natalie Schaefer
As we enter the 2020 US Election, we wanted to provide some resources and guidelines regarding teaching during an election year. We want our graduates to be able to express an understanding of civic participation and the rights and responsibilities of a citizen, and learning about elections is an excellent and authentic application. National and local elections provide a prime opportunity for teaching a variety of social studies concepts as well as Jeffco Generations Skills. These include: the Democratic process, civic engagement, civic participation, media literacy, evaluating sources, identifying bias, and the voting process. At the same time, even well intentioned lessons may unintentionally create arguments or name calling, community divisions in the classroom, unsafe feelings or feelings of insecurity in the classroom, or make it appear that the teacher or school are attempting to collect personal information from students and families regarding political opinions or perspectives. Our goal is to provide some resources for embedding the election into classroom lessons and reiterate district parameters about election behaviors for district employees.
The first set of resources we would like to highlight are aligned with the Jeffco Generation Skills of Civic & Global Engagement and Self-Direction & Personal Responsibility. We included these scales because the targets are universal for all students, it is the sophistication and activity to demonstrate each skill that is different from grade level to grade level. We selected these two scales because they highlight key skills such as students participating effectively in civic life and taking ownership of personal actions, upholding a high standard of behavior. During elections, both of these skills are important for students to see and practice.
The next set of resource ideas come from a trio of trusted organizations.
Facing History and Ourselves has put together a resource titled: Teaching Resources for the 2020 US Election. Their resources include Teaching Ideas to explore election news and related history and Explainers to introduce key terms and concepts. These resources and activities can be used for all or part of a class period. Also available are classroom routines and guides geared towards community-building and fostering inclusive, constructive discourse among your students in both remote and in-person settings. And finally, they also have online professional development, including webinars and workshops focused on teaching during an election year and how to build connections between history, curriculum, and students' everyday lives. We find their site to be well organized and easy to navigate to specific lessons and routines.
iCivics has created their set of Curriculum & Teaching Resources for elections. This site offers a plethora of choices for teachers and students to engage in. These range from games to lesson plans to webquests. A free login is required to access much of their content and can be time consuming to sift and sort through. One place to consider starting is a blog post titled The Top 5 iCivics Election Teaching Tools to Explore. If you are thinking about doing a mock election, this is a lesson option from iCivics that focuses on students supporting, campaigning, and voting for class policies to learn about the election process. iCivics also has several “games” available in Spanish, such as Win the Whitehouse and Cast your Vote.
And Teaching Tolerance has published their collection of resources organized by the themes Countering Bias, Civic Activities, Getting Along and How To that offers a range of resources for engaging students on some of our most pressing societal issues in their Voting and Elections | Resources for a Civil Classroom. Again, this site offers a plethora of choices. The Civic Activities portion offers options such as stories from Rock the Vote to Do Something tasks for all grade levels to build civic engagement awareness. There is also a portion under How To for school administers.
Teachers may also want to think forward and provide some answers to possible student questions or concerns before they arise . One example of a lesson to consider is Contentious Elections And The Peaceful Transition Of Power from the Bill of Rights Institute. Another option could be The Election is Over... Now What? from the Anti-Defamation League (ADL).
Overall, we thank you for your interest in building civically-minded students, we know it is important and sometimes intimidating. We would like to end this post with some District reminders about engaging in the political process as an employee.
Jeffco Generations Skills Proficiency Scales
Through various opportunities to apply content and skills to real-world situations, problems, and scenarios – students practice skills such as communication, self-direction, civic engagement, problem-solving, and creativity while developing content mastery. In effort to transform the student experience in service of deeper learning, Jeffco Generations Skills are a necessary part of our students’ development. We are excited to announce that Generations Skills Proficiency Scales for the prepared graduate are now available.
Curriculum & Instruction