High School (9-12)
Lesson Plans and Resources
Lesson Plans and materials are divided into four sections. Click on the link below to go directly to to the desired section or scroll down through the entire list.
Suggested Reading and Music Lists
To obtain the desired Lesson Plan, click on the title.
(* indicates a Lesson Plan that is located on another site such as the American Red Cross. You may be asked for your name, email address and other information to obtain access to these plans. All materials listed are available for free.)
Facing Personal Feelings (rh01)
To help students understand their personal feelings following a tragic event and to see that a wide range of feelings is normal.
Stress and Relating to Others (rh02) *
To help students understand others’ reactions to a tragic event, express ways to support each other and deal with their own feelings.
Media Literacy (rh03) *
To help students process what they saw on television, heard on the radio, or read in the newspapers or other media sources about the tragic event. Also to give students an opportunity to talk with one another about what happened and how they are feeling.
Have We Felt This Way Before? Reacting to Tragic Events (rh04) *
To have students compare reactions to tragic events in the past with reactions to this event and to help students understand that feelings of uncertainty and sadness will gradually subside.
To obtain the desired Lesson Plan, click on the title.
(* indicates a Lesson Plan that is located on another site such as the American Red Cross. You may be asked for your name, email address and other information to obtain access to these plans. All materials listed are available for free.)
Communicating the Facts (rh05) *
To identify and communicate students’ perceptions of an act of terrorism or tragic event. To reach to correct misconceptions. To determine what further information is needed to form rational opinions about the event.
Be Media Savvy (rh06) *
To compare and evaluate news stories based on point of view, the use of fact, opinion, and bias.
Impact of the Facts (rh07) *
To identify the impact of terrorism and tragic events on the family, community, nation, and the world.
Facts About Terrorism and War (rh08)
To recognize that people help people during all types of emergencies.
To obtain the desired Lesson Plan, click on the title.
(* indicates a Lesson Plan that is located on another site such as the American Red Cross. You may be asked for your name, email address and other information to obtain access to these plans. All materials listed are available for free.)
Family Disaster Plan (rh09) *
To help students and their families learn about family and community preparedness.
Community Preparedness (rh10) *
To give students and opportunity to “experience” the community planning and decision-making required to prepare for, respond to, and recover from an emergency, and to gain an appreciation for those in the community who respond when disaster strikes.
Do Something! (rh11)
To have students clarify their understanding of tragic events through verbal and nonverbal expressions and to have students communicate their gratitude and concern for community helpers such as fire and rescue workers, and police officers.
Healing Tools, Routines and Rituals (rh12) *
To help students understand that they can help themselves feel better by taking care of themselves, by following their established routines and by identifying activities that make them feel better.
Suggested Reading and Music Lists
Suggested Reading
(supplied by the American Red Cross)
Sara Cameron, Out of War: True Stories From the Front Lines in the Children’s Movement/or Peace in Colombia
Linda Crew, Children of the River
Dennis Covington, Lizard
Anne Frank, Anne Frank: The Diary of a Young Girl
Sherry Garland, Shadow of the Dragon
Jeanne Wakatsuki Houston and James D. Houston, Farewell to Manzanar: A True Story of Japanese American Experience During and After the World War II Internment
David Klass, Danger Zone
Marie Lee, Necessary Roughness
Lois Lowry, The Giver
Richard Minear et al., Dr. Seuss Goes to War: The World War II
Editorial Cartoons of Theodore Seuss Geissel
William Shakespeare, Romeo and Juliet
J.R.R.Tolkien, The Hobbit and The Lord of the Rings
Robert Westall, Time of Fire
Brenda Scott Wilkinson, Not Separate, Not Equal
Many books that are, on the surface, written for young children suggest themes that are important for the adolescent and teen to consider. Below are several such books.
Norah Dooley, Everybody Cooks Rice
Ken Mochizuki, Heroes
Dr. Seuss, My Many Colored Days
Dr. Seuss, Oh, the Places You ‘II Go
Dr. Seuss, The Sneetches and Other Stories
The following books were compiled by staff of the American Library Association’s Booklist and are intended to focus specifically on the issue of terrorism. With such a difficult topic, the books include information that can be scary and may evoke difficult images. These books are for more mature readers, ages 12 and older. The nonfiction is well-written and solidly researched, intended in most cases to inform rather than inspire direct social action or “explain” why such terror exists. The fiction books give readers lots to think and talk about without giving simple answers. We can only hope they will open the way for discussion so older children and teens can confront their fears with the help of parents, caregivers and educators.
Non-fiction
- “Political Violence and Terrorism” ed. by Mary Hull. A worldwide perspective on the problem of terrorism.
- “Terrorism” by Anne G. Gaines. The focus is on the Middle East with some insight on how the United States is affected.
- “Silent Death” by Kathlyn Gay. This focuses on chemical and biological weapons and warfare and terrorism.
- “Why Do They Hate Me?” by LaurelHolliday Accounts of children caught in conflict in Northern Ireland and Israel/Palestine.
- “Caught in the Crossfire” by Maria Ousseimi. Words and pictures of children around the globe whose lives have been altered by civil war, terrorism and violence.
Fiction
- “The Machine Gunners” by Robert Westall. England in WWII is the setting for this novel, in which a group of youngsters find a machine gun and decide to use it to defend their city.
- “Flight of the Raven” by Stephanie Tolan. A serious message about two young people who come together in the face of terrorist violence in the United States.
- “After the First Death” by Robert Cormier. Hijackers take a busload of children; the action unravels through the perspectives of the terrorists, the children, and others involved.
- “Samir and Yonatan” by Daniella Carmi. In the midst of violence in the Middle East, a young Arab boy from the West Bank becomes friends with a Jewish boy. “Samir and Yonatan” received the 2001 ALA Batchelder Award for most outstanding children’s book originally published in a foreign language and subsequently translated into English for publication in the United States.
For more than 90 years, ALA’s Booklist has been the librarian’s leading choice for reviews of the latest books and electronic media. Every year we review nearly 4,000 books for adults, more than 2,500 titles for children, more than 500 reference books and electronic reference tools, and 1,000 other audiovisual materials.
Copyright© 2000, American Library Association.
Last Modified: Friday, 14-Sep-2001 11:11:50 CDT
American Library Association Home Page
Music has the power not only to express difficult and deep emotions but also to draw people together. To complement the Facing Fear curriculum, you may find some of the following music useful. In addition, we suggest asking your school music specialist for titles of appropriate CDs or tapes for your class. MENC: the National Association for Music Education is also a good resource for appropriate music titles. Visit the Web site at www.menc.org and look for the section titled “0 Say Can You Sing.”
Expressing Grief/Mournful
Dona Nohis Pacem by Bach
Finlandia by Sibelius
Funeral Ikos by John Tavener
“Pas de deux” from Tchaikovsky’s Swan Lake
Pavane for a Dying Princess by Ravel
Symphony no. 3, Eroica. second movement, by Beethoven
Calming/Soothing
Adagio in G by Tomaso Albinoni
“Make Our Garden Grow” from Candide by Bernstein
Danses Sacre et Profane by Debussy
Harp Concerto in C major, third movement, bv Francois-Adrien Boidldieu
Irish Blessing and numerous other pieces for chorus by Rutter
La Mer by Debussy
Lux Aeterna by Skip Lauridsen
‘The Moldau” from the symphonic poem Ma Blast
by Bedrich Smetana
Prelude to (he Afternoon of a Faun by Debussy
Performances by pianist George Winston
Recordings of nature sounds such as rainforest, rushing water, birds, rustling trees
Changing Your Mood
Folk dances
Grand Canyon Suite by Grofe
Klezmer
Scott Joplin rags
Strauss waltzes
Tchaikovsky ballets (Swan Lake, Nutcracker Suite)
Uplifting
Appalachian Spring by Copland
Cuban Overture by Gershwin
Eine Kleine Nachtmuzik by Mozart
Fanfare for the Common Man by Copland
Symphony no. 9, Ode to Joy, by Beethoven
Symphony no. 2, London Symphony, by Ralph Vaughan Williams
“The Promise of Living” from the Tender Land by Copland
Choral pieces by Ralph Vaughan Williams
Energizing
“Spring” from The Four Seasons by Vivaldi
Latin and tango selections
American in Paris by Gershwin
Selections from West Side Story like “America” by Bernstein
“Entrance of the Queen of Sheba” from the Solomon oratorio by Handel
Sousa marches
Home |