Problem: Educators struggle with how to include the attacks of September 11th, 2001 in the nation's social studies classrooms. This study investigates how teachers engage in instruction about these events and the messages students take away from that instruction. Much of the research to date on the instruction of 9/11 focuses on resources and materials. This study examines an area with less research: classroom-based instruction about the events of September 11th, 2001. This study examines teachers' lessons and students' knowledge, learning, and feelings about 9/11. Method: This is a case study using several data collection tools with purposeful sampling of subjects in a confidential manner. One school district, located in a New Jersey suburb, served as the research site. Grade levels 5-8 were selected for research. Data collection tools included classroom observations, interviews, surveys, and focus groups. Transcription, coding, memoing, and drawing conclusions and assertions followed. Findings: There were several key findings of this research study. As the grade levels increased, the lessons presented to the students about 9/11 increasingly reflected Westheimer's view of democratic patriotism. Students developed their own versions of the narrative surrounding the events of 9/11. Students perceived the events of 9/11 as an American, rather than a global event. Additionally, several different instructional approaches were used by teachers, and the variety of these approaches increased as the grade levels increased. Students were disconnected from the events of 9/11 because they were not alive at the time of the attacks. Teachers were concerned about teaching about the events of 9/11 because of presumed cultural and religious sensitivities on the part of some of their students. Finally, it was determined that students had surface level understandings of 9/11 due to the complexities that surrounded the roots of the event. Implications: This research study is significant in that it helps to determine what types of professional development and resources are needed to meet the challenges that educators and students face when discussing the tragedy of the September 11th attacks. Professional development might include how an educator could use multiple instructional lenses to teach about the events. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
