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the policy problem they have identified. Against this time line they should chart
and place the histories of key individuals and organizations that are central to
9/11. The goal is to help students see history as a stream of activity linking the
future with the past and helping them make judgments about causation.
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The third assignment begins with having the students select a policy option that
addresses the problem they have identified. They then need to identify the key
assumptions or presumptions that support this policy option and answer the
question: what information would make me change my mind?
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A final assignment has the student use 9/11 as a historical lesson that might be
applied to a contemporary foreign policy problem. The one identified in the
supplementary readings is the occupation of Iraq. Students are asked to present
the 5 key lessons of 9/11 for the occupation of Iraq.
4. Learning objectives
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students will be able to identify what for them is the central problem or issue of
9/11
•
students will be able to organize information into separate categories based on the
degree of certainty of the information
•
students will be able to construct a time line that places 9/11 in a stream of
activity
•
students will be able to critically reflect on their definition of the problem and
means of addressing it by identifying falsifying information
•
students will be able to use 9/11 as the basis for understanding other international
politics events
Convention