“In the Shadow of
No Towers”
Primary Sources and 9/11
General overview of lesson
(2 class periods)
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General discussion of bias and point of view would take
place on the Friday before anniversary weekend.
Students’ initial journal entries could also be
completed in class at this time.
The second part, homework, would be “informal”:
students to consider the elements of point of view and
bias in any media they might see about 9/11 over the
weekend.
Looking at the primary sources – Spiegelman’s and
other images -- could take place on the Monday
following the anniversary weekend.
Objectives
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•
•
•
•
•
•
•
Discuss the notion that point of view or “bias” is not always
negative
Ascertain the sequence of events that comprise 9/11
Determine the particular narrative the artist/author is
establishing via the source about 9/1//2001
Analyze the how the author’s bias and point of view have
informed his work
Compare the graphic novel as a primary source document to
photographs of the event(s)
Work collaboratively in small groups
Articulate their understanding in small and large group
settings
Engage in respectful dialogue and discourse
Possible Images for Silent
Conversation Activity
8:48 am: AA Flight 11 crashes
into the North Tower.
http://nymag.com/news/articles/wtc/gallery/
Tower 2 Is Hit
9:06 am: UA Flight 175
crashes into the South
Tower.
http://nymag.com/news/articles/wtc/gallery/2.htm
The Facade Falls
The latticework facing of
the south tower came
tumbling to earth upon
impact of the hijacked
plane.
http://nymag.com/news/articles/wtc/gallery/3.htm
Cover Art, Spiegelman
http://home.earthlink.net/~copaceticom1/IntheShadow.jpg
http://lambiek.net/artists/s/spiegelman/spiegelman_notowers2.jpg
http://3.bp.blog
spot.com/_H3u
QvpZPI9A/T
AgM3Wi7ITI/
AAAAAAA
AGQs/XsqU
NcEFYK8/s1
600/In+The+S
hadow+Of+No
+Towers+spieg
elman.jpg
http://bezalel.secured.co.il/8/moller15.files/image002.jpg
Supplemental Activity:
FLAG RAISING:
GROUND ZERO AND IWO JIMA
http://www.iwojima.com/raising/raisingb.htm
http://theundergroundconservative.files.wordpress.com/200
9/09/iwofirefighters-large.jpg
Supplemental Materials
JOURNAL RUBRIC
5/A
4/B
3/C
2-1/D
Sophistication
of Personal
Insight
Writing includes extensive,
personal responses to the issues
raised; demonstrates personal
growth; reflection is thoughtful
and convincing
Writing demonstrates that the
student is beginning to develop
new ways of reflecting on the
world and the content; thoughtful
but predictable
Writing includes some personal
response to the issues/concepts
raised; reflection is a simple
restatement of the content
presented in class
Little or no personal response is
made to the issues/concepts
raised in the texts; little or no
evidence of reflection
Analysis and
Content
Connections
Writing incorporates information
and ideas culled from a range of
contexts; demonstrates social,
political, historical, awareness;
consistently demonstrates insight
about the relevance of the content
to themselves and their society;
reviews and deepens
understanding of previous course
content in the context of each
new unit, topic or concept
addressed
Writing incorporates a limited
range of ideas and information;
may be convincing but lacking
sophisticated exploration; generic
understanding of the relevance of
the content to themselves and
their society; connects new and
old content but doesn't deepen
understanding of previous
content in the context of new
units, topics or concepts
Reflection alludes to what student
has heard in class but is limited to
superficial generalizations;
limited understanding of the
relevance of the content to
themselves and their society;
periodically connects new
information with earlier content
but is still unable to achieve more
sophisticated understanding of
either
Student makes little or no
reference to what is heard in class
or outside class; no understanding
of the relevance of the content to
themselves and their society or
earlier content
Writing
The presentation of ideas is
thoughtful, insightful, clear and
focused; the topic is approached
from an unusual perspective, uses
unique experiences or views of
the world as a basis for writing;
makes interesting connections
between ideas; it is implicit that
this exploration matters; writer’s
voice is marked by striking
words and phrases that catch the
reader’s eye and linger in the
reader’s mind.
Attempts to develop all ideas;
although some ideas may be
developed more thoroughly and
specifically than others; the
overall development reflects
some depth of thought, enabling
the viewer to generally
understand and appreciate the
ideas; the tone may distract from
the viewer's focus on the issue;
voice is consistent and strong but
not memorable; predictable word
choice
Limited by superficial
generalizations; unclear or
simplistic; may be simply an
account of a single incident
instead of articulating a purpose;
therefore the viewer cannot
sustain interest in the ideas; voice
may emerge strongly on
occasion, then retreat behind
general, vague, generic word
choice, tentative, or abstract
language.
Writing is confusing, hard to
follow; disorganized; no variety
in sentence structure; develops no
connections among ideas;
statements are convoluted and
viewer is left questioning the
writing and not the ideas
presented in the writing; language
is vague; little or no sense of
voice
Primary Source Analysis Organizer
Instructions: While viewing the source, complete the chart below. For each example, note your observations using descriptive
words and detail. Descriptions should include what you actually see as well as feelings, emotions or ideas that you experience .
In the center write attributes common to both pieces.
Source #1
Title & Author
Both Examples
Source #2
Title & Author
Period (Date) & Genre
Period (Date) & Genre
First Impressions
First Impressions
Description (Figures, Colors, Mood)
Description (Figures, Colors, Mood)
Possible Target Audience
Possible Target Audience
Purpose
Purpose
Other
Other
Socratic Seminar Grading Rubric
4
3
2
1
Participation:
Speaking
4 – 6 times
3 – 4 times
1 – 2 times
Didn’t
participate
Use of evidence
Quote/refers
directly to
source to
support most
points
Listens to
others and is
focused on
the
discussion.
Allows
others to
participate
Notes and
observation
excellent: all
major points
reported
Refers to the
sourcet/gives
examples not
quoted
Inconsistent
use of
evidence
from the
aouexw
Listens, but
is distracted
1 to 2 times
Does not use
evidence
from the
source
Notes and
observation
weak: many
major points
missed
Notes and
observation
poor: major
points missed
Participation:
Listening,
responding to
others, inviting
others to join in
Outside circle
Listens to
others and
focuses on
the
discussion
Notes and
observation
competent:
many major
points
reported
Is distracted
more than 2
times, talks
with others,
makes fun of
participants.
Socratic Seminar “Outside Circle” Questions
1. What comment or question seemed to move the question the most? Give a possible
explanation why.
2. How many times did people refer to the text to support what they were saying?
3. Who do you think helped the inner circle most through partici pation? By asking good
questions? By acting as a leader?
4. If you could make up one more related question for the inner circle to answer, what
would it be?
5. Record how many times people interrupt each other. Do these interruptions help or hurt
the discussion? How do the interrupted people react to the interruptions?
6. How many periods of silence were there? Were they productive? Awkward?
7. What are the speakers doing right? Make a list of every positive discussion technique
they are using.
8. Record how many times the boys speak and how many time the girls speak. A re their
numbers proportional?
9. Observe the body language of the people in the circle. Record what you see.
10. Watch the person in the inner circle opposite you. Does s/ he speak or listen? How often
does s/he speak? What kind of comments does s/ he offer?
11. What point did the group ignore? How would you have worked it into the discussion? If
they didn’t ignore one, which did they seem to emphasize? Do you agree with its
importance? Why?
12. What scene, passage, or line from the text could this group have brought up in order to
enhance their discussion?
13. What point would you have liked to add to the discussion? Why?
14. What question would you ask to take this group’s discussion further?
15. What point did this group not explain adequately? How would you have explained it?
16. On a scale of 1 to 10, how would you rate the quality of this discussion? Give specific
examples to support your answer.
17. What is the most insightful comment that you heard? Why did it stand out for you?