Analyzing the September 11th Attacks
The attacks on September 11, 2001 have often been compared to the attacks on Pearl Harbor December
7, 1941. Examine and dissect the possible causes of September 11th and the impact that day has had on
the United States, socially, politically, economically, and internationally.
Students will choose to write a thesis-driven essay in which you will use evidence to support your
findings based on one of the following questions: 1) Was September 11th inevitable? 2) What has been
the biggest impact of September 11th?
You will be using the following websites below to help you:



better understand September 11th,
to find evidence to support your thesis
to analyze multiple view points on the cause and impact of the terrorists attacks.
General Requirements and Information:
Essay must be:
- typed
- 12-point Times New Roman
- double spaced
- one-inch margins
- minimum length of two pages, maximum four pages
- must include citation within essay of used materials
Websites and articles on possible causes of September 11th:
Terrorism:
1.
2.
3.
4.
5.
6.
7.
8.
9.
http://www.terrorism-research.com/
http://www.mapsofwar.com/index.html
http://www.esuhistoryprof.com/tableof.htm
http://www.esuhistoryprof.com/mapof.htm
http://www.washingtonpost.com/wp-dyn/world/issues/terrordata/
http://www.factmonster.com/spot/terrorism7.html
http://www.factmonster.com/spot/01terrorism.html
http://www.factmonster.com/ipka/A0001454.html
http://news.bbc.co.uk/hi/english/static/in_depth/world/2001/war_on_terror/investigation_
on_terror/overview.stm
10. http://www.state.gov/
11. http://www.cbc.ca/news/interactives/gmaps/world-conflicts/
Websites and articles on possible impacts of September 11th:
Terrorism:
Analyzing the September 11th Attacks
1.
2.
3.
4.
5.
6.
7.
8.
http://www.mapsofwar.com/index.html
http://www.esuhistoryprof.com/tableof.htm
http://www.esuhistoryprof.com/mapof.htm
http://www.washingtonpost.com/wp-dyn/world/issues/terrordata/
http://www.factmonster.com/spot/terrorism7.html
http://www.factmonster.com/spot/01terrorism.html
http://www.factmonster.com/ipka/A0001454.html
http://news.bbc.co.uk/hi/english/static/in_depth/world/2001/war_on_terror/investigation_
on_terror/overview.stm
9. http://www.state.gov/
10. http://www.terrorism-research.com/
War on Terror: (Also see War in Iraq websites)
1. http://www.cnn.com/SPECIALS/2001/trade.center/
2. http://en.wikipedia.org/wiki/War_on_Terrorism
3. http://www.washingtonpost.com/wpdyn/content/article/2007/03/23/AR2007032301613.html
4. http://www.globalissues.org/Geopolitics/WarOnTerror.asp
5. http://www.fbi.gov/terrorinfo/counterrorism/waronterrorhome.htm
6. http://www.bbc.co.uk/history/recent/sept_11/
7. http://www.cbsnews.com/sections/terror/main224.shtml
8. http://www.foxnews.com/specialsections/waronterror/index.html
Civil Rights: (Guantanamo Bay, Patriot Act, Muslim-American Community)
1. http://news.aol.com/story/_a/cia-justice-probe-destruction-oftapes/20071206194809990002
2. http://www.latimes.com/news/printedition/asection/la-nascotus6dec06,1,5176572.story?coll=la-news-a_section
3. http://news.aol.com/story/_a/hoover-fbi-planned-mass-jailing-in1950/20071222201609990001?ncid=NWS00010000000001
4. http://www.whitehouse.gov/infocus/patriotact/
5. http://www.npr.org/news/specials/patriotact/patriotactprovisions.html
6. http://www.wired.com/politics/law/news/2001/09/47051
7. http://www.pbs.org/newshour/bb/social_issues/july-dec06/muslims_09-04.html
8. http://www.wfsb.com/news/14919513/detail.html
9. http://www.usatoday.com/news/nation/2006-12-12-arab-americans-cover_x.htm
War in Iraq:
1. http://www.bbc.co.uk/history/recent/iraq/
2. http://www.state.gov/
3. http://www.cnn.com/SPECIALS/2003/iraq/
Analyzing the September 11th Attacks
4. http://www.usiraqprocon.org/?gclid=CNyY7NDVyZACFQNzHgodmAvnOQ
5. http://www.alternet.org/waroniraq/
6. http://www.nytimes.com/pages/world/worldspecial/index.html?excamp=GGGNwariniraq
&WT.srch=1&WT.mc_ev=click&WT.mc_id=GN-S-E-GG-NA-S-war_in_iraq
7. http://iraqwar.mirror-world.ru/
8. http://www.whitehouse.gov/infocus/iraq/
Division and Conflict between Americans (citizens, politicians, war)
1. http://biden.senate.gov/newsroom/details.cfm?id=254933
2. http://www.cnn.com/2005/POLITICS/06/20/poll/
Shifts in Popular Culture (Airport Security, Music, News Media)
1. http://www.cfr.org/publication/14827/homeland_security_technologies.html?breadcrumb
=%2Fissue%2F135%2Fterrorism
2. http://en.wikipedia.org/wiki/September_11,_2001_attacks_in_popular_culture
Unity (troops and patriotism)
1.
2.
3.
4.
http://www.usa-patriotism.com/articles/index.htm
http://www.foxnews.com/story/0,2933,62336,00.html
http://www.rememberingseptember11.com/
http://troopssupport.com/
5. http://www.washingtonpost.com/wpdyn/content/article/2007/09/09/AR2007090900797.html
Analyzing the September 11th Attacks
Evaluation Rubric
Beginning 1
Developing 2
Very Good 3
Exemplary 4
Score
Knowledge:
Presentation of
information from
text, class, and
other source
materials
Demonstrates
understanding of
topic
Limited research,
poor use of
material;
discussion is often
of a general nature
Information may be
unrelated,
paraphrased
Necessary
information lacking
to support thesis
Inaccuracies are
common
Evidence of
independent
research Material
may be
insignificant or
irrelevant, may
only paraphrase
resources, no
primary sources
used Simplistic
approach Uneven
support Some
error
Considerable selection of
material that
demonstrates
independent research Use
of primary/secondary
source materials Uneven
balance in use of sources
Accurate support No
major errors
Insightful, balanced and
%25
wide selection of material
that demonstrates
independent research
Exceptional use of
primary source materials
Detailed accurate support
Critical Analysis:
Uses information to
discuss thesis
Recognizes multiple
and conflicting
interpretations
Limited
understanding of
materials
Ineffective analysis
Does not recognize
scope of issue
Limited knowledge
More description
of material than
analysis Does not
identify conflicts
or divisions within
the issue Adds
limited
information, may
not be relevant
Analysis of materials
Identifies conflicting
sources and information
in general terms Adds
outside information to
writing
In-depth analysis of
materials
Addresses/analyzes
conflicting sources and
information Adds
relevance of outside
information to writing
%25
Introduction:
Initiates topic,
presents thesis,
complete scope
Conclusion: Brings
the paper to proper
closure
Title indicates
subject Hook is
irrelevant or
uninteresting
Thesis is poorly
developed, May
show confusion of
the question or
topic _ Ends paper
Title indicates
topic but needs
revision Hook
provides direction
towards the topic
Thesis is limited
and only
recognizes the
question or topic
in general terms _
Lacks relevance
Summarizes
previously stated
points of paper o
Provides ending
Title indicates topic
Hook identifies topic
Thesis is controlled and
takes a clear stance _
Draws conclusions
Purposeful closure
Title indicates topic and
direction of thesis Hook
engages reader interest;
identifies topic Thesis is
well-developed, clearly
focused, sophisticated _
Extends readers’
understanding Makes
connections Draws
conclusions
%25
Writing Style:
Organization of
information, clarity
of expression,
mechanics in
writing, voice, MLA
Format
Organization is
weak Attempts to
organize topical
supports are made
Many grammar and
spelling errors
Unclear voice,
lacks decorum
MLA format not
followed, lack of
citations, poorly
executed works
cited page
Organization is
not apparent
Topical supports
are not clearly
planned Grammar
and spelling errors
Formulaic or
mechanical voice,
too colloquial or
inappropriate
Errors with MLA
formatting,
missing citations,
inaccurate works
cited page
Organization is apparent
Logical topical supports
Observes conventions of
grammar/spelling
Authentic voice, clear
MLA formatting,
citations, works cited
page attempted
Well-organized Fluent,
well developed topical
supports Observes all
conventions of
grammar/spelling
Distinctive voice,
appropriate to task and
audience MLA formatting,
citations and works cited
page correctly executed