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ERIC Number: EJ933326
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0037-7996
9/11 in the Curriculum: A Retrospective
Hess, Diana; Stoddard, Jeremy
Social Studies, v102 n4 p175-179 2011
This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002-2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique "teachable moment," even though there was often bitter disagreement about what ideological messages related to 9/11 should be promoted in the schools. Within one year, many non-profit organizations and even the United States Department of State developed materials on 9/11 that were disseminated to secondary schools. As the first editions of post-9/11 textbooks came out, it was also evident that content about 9/11 and what happened in its wake would be given special attention. To investigate what was being communicated to young people about 9/11 and its aftermath to students, we analyzed nine curricula from the non-profits and the government in the first few years after 9/11, a sample of nine of history and government textbooks published between 2004-06, and then a subsample of three of the 2009-10 editions of these same texts. Major findings include the multiple purposes for which 9/11-related content is directed, the lack of sufficient detail to help students understand 9/11, the lack of attention to many of the controversies that post 9/11 policies generated, and conceptual confusion about the definition of terrorism. (Contains 2 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A