Download our free teaching resources, created in partnership with the World Number 1 ranked UCL Institute of Education. The Education Programme resources help to demonstrate your school’s commitment to the Prevent Duty and promote fundamental British values.
Download our free teaching resources, created in partnership with the World Number 1 ranked UCL Institute of Education. The Education Programme resources help to demonstrate your school’s commitment to the Prevent Duty and promote fundamental British values.
A completely free lesson planning resource developed in partnership with the UCL's Institute of Education. The focus here is on some of the consequences of 9/11, how the day has changed people's lives in the long term. Extra resources included as well as guidance on how to use them. For KS3 and KS4. Also included is "guidance on teaching sensitive and controversial issues". SINCE 9/11 is an educational charity that support pupils learn about the causes, consequences and effeects of 9/11, for more information please visit our website: www.since911.com
This enquiry looks into terrorism and the causes of the attacks on the USA. This resource contains a supporting worksheet for the booklet on What caused 9/11?
What and how do we memorialise in a public monument?This topic focuses on memorials in public spaces, what they memorialise, what they look like and what form they take. This resource contains lesson ideas and guidance on using the other resources on this page.
Breaking news: How was 9/11 represented in the media and other accounts? This topic explores the different ways in which the events of 9/11 were conveyed in the media, the factors that influenced this and how it changed over time. This resource contains information with which to introduce the concept of news values to students.
First of six lessons from the SINCE 9/11 education programme in RE. This was developed in partnership with the UCL's Institute of Education and has been endorsed by numerous associations and individuals such as the DfE, the Home Office and the RE Council.
Objectives • ALL: Explain different examples of conflict that can take place on an individual or an international level • MOST: Examine some definitions of conflict and what causes different types of conflict today • SOME: Consider different possible solutions to conflict
The second in a set of six lessons from the SINCE 9/11 education programme in RE. This was developed in partnership with the UCL's Institute of Education and has been endorsed by numerous associations and individuals such as the DfE, the Home Office and the RE Council.
Objectives • ALL: Explain different arguments for and against free speech • MOST: Explain why there is discussion over the limitations of free speech, particularly where religion is criticised • SOME: Explain and evaluate the law on free speech
The third in a set of six lessons from the SINCE 9/11 education programme in RE. This was developed in partnership with the UCL's Institute of Education and has been endorsed by numerous associations and individuals such as the DfE, the Home Office and the RE Council.
Objectives • ALL: Explain some different religious attitudes to reconciliation and conflict • MOST: Explain the meaning of agape and of jihad and apply these to the issue of reconciliation and conflict • SOME: Use different quotations to explain different religious attitudes to reconciliation and conflict
What really matters in relation to 9/11? Through exploring the concepts of conflict, forgiveness, justice and conflict resolution, this topic focuses on some of the key lessons that can be learnt from 9/11. This resource contains Readings from the BBC Radio 4 slot in the days after 9/11.
The first part of the SINCE 9/11 Citizenship programme of six lesson plans. This stage develops students’ understanding of terrorism and terrorists. The students look at a stereotype of a terrorist and compare this to the reality, before discussing some of the problems associated with stereotyping in this way. They then come up with their own definitions of terrorism and compare these to a range of other “formal” definitions. They go on to explore the distinction between terrorist and non-terrorist acts by applying the definitions to various scenarios involving protests, government repression and terrorism.
Second part of the SINCE 9/11 Citizenship education six part programme. This stage explores and considers what terrorism aims to achieve, why it is wrong and how change can be brought about in other ways. The students will look at some of the reasons that people commit acts of terrorism, before going on to judge various scenarios and consider whether the actions described in them are morally acceptable or not.
What really matters in relation to 9/11? Through exploring the concepts of conflict, forgiveness, justice and conflict resolution, this topic focuses on some of the key lessons that can be learnt from 9/11. This resource contains a case study, 'Using religious symbols in school&', about a recent dispute that took place within a local UK community.
This opening enquiry builds knowledge of what actually happened on 9/11, how different people were affected and what issues are raised by the attacks. Which experts should students choose to answer questions about 9/11?
The second of three enquiries from the SINCE 9/11 education programme in History. This was developed in partnership with the UCL's Institute of Education and has been endorsed by numerous associations and individuals such as the DfE, the Home Office and the Historical Association.
This enquiry has two main stages, these are: 1. Mindless terrorism? – Is this a fair summary of the 9/11 attacks on the USA? 2. Why? – What caused the 9/11 attacks on the USA?
This enquiry links to the KS3 and KS4 history programme of study by helping students to know and understand: • significant aspects of the wider world (beyond Britain) • the changing nature of conflict and cooperation • diverse experiences and ideas, beliefs and attitudes and how these have shaped the world.
What really matters in relation to 9/11? Through exploring the concepts of conflict, forgiveness, justice and conflict resolution, this topic focuses on some of the key lessons that can be learnt from 9/11. This resource contains a list of values in religion/belief.
Which ones do students think were uppermost at each key event in the 9/11 story?
This enquiry looks into terrorism and the causes of the attacks on the USA. You could use this activity with pages 4–5 of the booklet What caused 9/11? The role play
does not involve any students needing to learn lines: they simply respond to the narrative that is
provided by the teacher (see overleaf). This could involve miming reactions if preferred.
A completely free lesson planning resource developed in partnership with the UCL's Institute of Education. Through exploring the concepts of conflict, forgiveness, justice and conflict resolution, this topic focuses on some of the key lessons that can be learnt from 9/11. Some activities include "causes of violent extremism", "using religious symbols in school" and "religious values." This resource contains lesson ideas and guidance on using the other resources that are included on this page. For KS3 and KS4. SINCE 9/11 is an educational charity that support pupils learn about the causes, consequences and effeects of 9/11, for more information please visit our website: www.since911.com
What and how do we memorialise in a public monument? This topic focuses on memorials in public spaces, what they memorialise, what they look like and what form they take. This resource features memorials and artists’ impressions of proposed memorials in London and New York.
What and how do we memorialise in a public monument?This topic focuses on memorials in public spaces, what they memorialise, what they look like and what form they take. This resource contains a range of public, permanent monuments that memorialise warfare and conflict from around the world.
Fifth section of the six part SINCE 9/11 Citizenship education programme. This stage looks at limits to freedom in the UK, particularly since 9/11. Students will be encouraged to think about what freedom means in the UK, analyse whether or not freedom in the UK is becoming more limited and suggest whether or not UK citizens are really free. Student will look at a variety of issues, with a focus on the limits on freedom imposed to manage the threat of terrorism. It is important that students already have an understanding of human rights, the meaning of democracy and the rule of law in the UK before this stage.
