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Reflect: Then, participants circle or mark their three most important questions - and briefly reflect on why they selected these three.

Generate: Participants write as many questions as they can about the September 11 attacks - without stopping to revise, edit, evaluate or answer their questions.

Remind participants to be and stay curious and to practice the skill of writing and developing strong questions. Note for instructors: Whether you’re teaching about 9/11 on the anniversary of the attacks or as a part of your broader curriculum, starting with the questions participants have can set up an anchor and circular flow (returning to those questions to close out or build upon them in the end).

Consider the emotional response of your participants and yourself.

Name clearly the topics create time for participants to reflect and process.

Preview your expectations or reminding your class about norms.

In addition, consider doing the following: Read Learning for Justice's article “Debunking Stereotypes About Muslims and Islam” and incorporate media literacy education as you confront misinformation. Check out “Trauma-Informed Teaching Strategies” and consider how you might design lessons that engage with hard history with a trauma-informed lens. We encourage educators to explore the wealth of resources provided in this lesson plan, to examine their own unanswered questions and biases, and to reflect on pedagogical practice before bringing in traumatic and provocative images of 9/11. Teaching 9/11 on its anniversary has its merits, as does teaching 9/11 within the curricular context of American and global history.

Today’s generation of students does not share this collective memory, with today’s high school seniors being born a few years after 2001.

A note on teaching hard history: Most educators can recall exactly where they were and what they were doing when 9/11 unfolded. (Photo by Robert Pirillo/Ovoworks/Time Life Pictures/Getty Images) For a Google version of this lesson click here.