The attacks of September 11th 2001 were a symbolic attack on democratic, tolerant and pluralistic society. Now many years on from that atrocity, SINCE 9/11 is pleased to offer a suite of free teaching resources designed to protect and nurture the values and the type of society the terrorists sought to destroy. Since 2015, Schools have had a duty to promote the Fundamental British Values of Democracy, the Rule of Law, Individual Liberty and Mutual Respect and Tolerance for Different Faiths and Beliefs. The SINCE 9/11 Primary Education resources, designed in partnership with the world-acclaimed UCL Institute of Education, are here to support your efforts to teach and discuss these values in the classroom. Below you will find a comprehensive guidance document which will set out the meaning behind the values, as well as a discussion on teaching approaches to the topic. Towards the end of the guidance, you will find individual lesson plan guidance for each of the 10 lessons contained in this programme. Each Lesson consists of: A Powerpoint Slide Pack Activity Sheets to be printed and used in the classroom

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.

The first 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 opening history enquiry builds knowledge of what actually happened on 9/11, how different people were affected and what issues have been raised by the attacks. 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.

The third 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. The focus of this topic is on some of the consequences of 9/11, looking back over the short, medium and long term. Students will gauge how particular consequences might link together and judge their relative importance. 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.

The sixth and final section 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 the difference between forgiveness and retribution and some religious attitudes towards them • MOST: Explain different religious attitudes to forgiveness and retribution using quotations • SOME: Apply the concepts of forgiveness and retribution to the events of 9/11 and how we might deal with them

The fifth 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 the meaning of extremism and give some examples of how extremism has affected people • MOST: Explain different religious attitudes to terrorism and explain how terrorist attacks have affected different people • SOME: Use case studies to examine some of the issues surrounding 9/11 and other extremist attacks

The fourth 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 the meaning of ‘Just War’ and pacifism • MOST: Explain different religious attitudes to warfare and pacifism using some quotations and examples • SOME: Use case studies to apply the criteria of ‘Just War’ and consider whether religion is a source of conflict

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

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

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

Final section of the six part SINCE 9/11 Citizenship education programme. This stage looks at how the UK should respond to terrorism, particularly since 9/11. Students will be encouraged to identify different types of responses to terrorist ideologies and events, analyse how we have responded to recent terrorist acts and evaluate the impact of these responses. Student will look at a variety of responses from individuals on social media to the PREVENT strategy. 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.

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.

Fourth segment of the SINCE 9/11 Citizenship education programme. This stage looks at how tolerant society is in the UK, particularly since 9/11. Students will be encouraged to think about what tolerance means in the UK, analyse whether or not the UK is a tolerant society and suggest how tolerance can be encouraged. Student will look at a variety of case studies, from the activities of the EDL to Gay Pride. 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.

Third section of the SINCE 9/11 Citizenship six part education programme. This stage looks at different responses that governments have and could have to terrorism, using the attacks of 9/11 as the context. Students will be encouraged to critically explore ideas through choosing and justifying their own responses to 9/11. The UK Government’s response in passing anti-terror legislation could then be examined – in particular the dilemma between maintaining freedom and the rights of individuals versus the need to protect society from future acts of 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.

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.

Developed in partnership with the UCL's Institute of Education, this guidance should be used in conjunction with other resources published by SINCE 9/11. This is a four page information booklet offering advice and guidance to teachers teaching sensitive and controversial issues, such as terrorism and extremism. 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

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 has two main stages under the question: “Out of the blue”: When did 9/11 begin? 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? Also included are a plethora of additional resources and guidance on how to use them. 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

This opening history enquiry builds knowledge of what actually happened on 9/11, how different people were affected and what issues are raised by the attacks. Also includes a number of resources and guidance on how to use them. 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