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Students with diverse backgrounds became more engaged in discussing international issues and more willing to share personal experiences. The teacher explains the need to expand knowledge of Middle Eastern history, culture, and religion to address current events from multiple perspectives. He also records reactions within a multicultural school community and the resulting range of worldviews and classroom questions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-after-911-article/597967/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-after-911-article/597967.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change did Robert Gardner observe in his students after September 11, 2001?","Question",{"text":112,"@type":113},"He observed that students became much more engaged in discussion of international issues and more willing to share personal experiences outside Canada.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did Gardner feel he needed to learn more about Middle Eastern history and culture?",{"text":117,"@type":113},"To better understand and teach current events from a range of perspectives, he needed deeper knowledge of Middle Eastern history, culture, and religion.",{"name":119,"@type":110,"acceptedAnswer":120},"How did Gardner interpret the different emotional responses in class and on TV?",{"text":121,"@type":113},"Despite shock and worry among many students, he also witnessed near-celebratory reactions from some students and concluded the event acted as a catalyst for expressions of anger rather than only empathy or shock.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597967,1792086043,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Gardner, 2003 Canadian Social Studies, Volume 38, No. 1  \n[http://www.educ.ualberta.ca/css/Css_38_1/index38_1.htm](http://www.educ.ualberta.ca/css/Css_38_1/index38_1.htm)  \nTeaching after 9/11  \nRobert Gardner  \nHarry Ainlay Composite High School  \nAbstract  \nRobert Gardner is a Social Studies teacher at a large urban high school in  \nEdmonton with a widely diverse ethnic population. He observes that after the terrorist attacks of September 11, 2001 his students became much more engaged in discussion of international issues and more willing to share their personal experiences of life outside of Canada. Mr. Gardner soon found that he needed to learn far more about Middle Eastern history, culture and religion to better  \nunderstand and to better teach current events from a range of perspectives.  \nIt was, of course, one of those \"where-were-you-when..?\" moments that we will all remember forever. Like many people everywhere on September 11, 2001 I awoke to the stunning news of the terrorist attacks on the World Trade Center. As information came out and the enormity of the event became clearer I instinctively concluded that something had changed that morning, the world had somehow lurched onto a new path in a direction as yet unknown. And just as the world was changed so too was my classroom experience. In the hours and days immediately following the attacks I would be pulled out of what had been a relatively comfortable and familiar teaching practice into a much more demanding and complicated circumstance. I found that I had to significantly expand my knowledge and understanding of the intricacies of world history, cultures and religions. I also found that my students became more animated in classroom discussions, more aware of world events and more willing to share personal perceptions, however harsh. I became a citizen of the world because the world came to me.  \nI teach at a large urban high school of 2200 students. It has a widely diverse ethnic population represented by students from dozens of countries, which speak over a hundred languages and embrace numerous religions, beliefs and political perspectives. The students are the sons and daughters of immigrants, of multi-millionaire businessmen, of refugees, or are themselves refugees. Only half the students are white whose parents come from Alberta. Some boys wear turbans; some girls wear the hijab. Indian girls practice traditional dancing after school. There are various morning and lunchtime prayer groups consisting of Muslims, Christians, and others. In this environment multiculturalism is celebrated, most students mix easily and are eager to learn about each other's customs, faiths, cultures and ancestry. This is reflected in the annual\"culture-fest,\" a festival of exotic food, music and dance, a weeklong kaleidoscope of colour, scent and sound. The school is a microcosm of humanity, a concrete expression of the new Canadian pluralism and of globalization, a preview of what all of Canada is becoming. I  \nGardner, 2003 Canadian Social Studies, Volume 38, No. 1  \nsometimes tell visitors, \"This is the future. Get used to it.\" It is against this backdrop that the implications of Sept 11 developed.  \nI rushed to the school library that Tuesday to watch the news live on TV. Witnessing the collapse of the first WTC tower made me feel ill. The televised images of 110 stories of crumbling steel and concrete were terrifying, yet beside me three students of apparent Middle Eastern decent were beaming. With near giddiness and a clenched fist one of them whispered,\"Yessss!\" Another, practically shaking with excitement added, \"It's the Palestinians. They're fighting back.\" I was well aware of a certain anti-American sentiment flowing through our student population, due mostly to perceived arrogance of US power and wealth. However this expression of near joy in the face of unimaginable destruction startled me. I continued the nervous morning in my classroom where many students expresse","cbCaiqYLY5btAVVS","https://ap.wps.com/l/cbCaiqYLY5btAVVS","pdf",105995,"English","# Abstract\n## Classroom impact after 9/11\n## Multicultural school context\n## Student reactions and discussion themes","[{\"question\":\"What change did Robert Gardner observe in his students after September 11, 2001?\",\"answer\":\"He observed that students became much more engaged in discussion of international issues and more willing to share personal experiences outside Canada.\"},{\"question\":\"Why did Gardner feel he needed to learn more about Middle Eastern history and culture?\",\"answer\":\"To better understand and teach current events from a range of perspectives, he needed deeper knowledge of Middle Eastern history, culture, and religion.\"},{\"question\":\"How did Gardner interpret the different emotional responses in class and on TV?\",\"answer\":\"Despite shock and worry among many students, he also witnessed near-celebratory reactions from some students and concluded the event acted as a catalyst for expressions of anger rather than only empathy or shock.\"}]","Teaching after 9/11 - Article | PDF",13]