911 presentation ppt

Philip McNair

By:Jordan, Jonesa, and Janie

Introduction

T oday, we are going to tell you what happened on 9/11. The attacks were at New York/ Twin Towers, Pennsylvania and Washington D.C/ Pentagon. Today, we are going to tell you about one of the HERO'S. Philip Mcnair was one of the heroes during the 9/11 attacks.

Who did the attack on the Pentagon

The military had a hard time tracking down the Terrorist that did the attack on 9/11. Some folks say that one of the people were named Osama bin Laden.

Colonel Philip Mcnair is a person who fought in 9/11 in Washington, Virginia at the Pentagon. My group and I will tell you more about the Pentagon attack and how he fought bravely to save the Pentagon.

The Pentagon

The pentagon is a building that is shaped like a pentagon. It is one of the most protected places in the world. That’s where the Army's headquarters are.

What He Did

Philip Mcnair was a hero of the pentagon attack. He was a brave man he saved many people. He and his fellow teammates help him track down the terrorist. He helped people escape the building. He kept pushing through the fire. He led a group of people out to safety through a window.

Hopefully you guys learned something new today about Philip Mcnair. We appreciate having you here learning with us. We learned something pretty cool about Philip Mcnair We had a wonderful experience learning about the Philip Mcnair and we hope you had the same experience that we had. And thank you for listening to our presentation

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• Lesson Plans

The 9/11 Memorial & Museum offers interactive lesson plans for students in grades 3 to 12 that address the 9/11 attacks, their ongoing repercussions, and the history of the World Trade Center. Lessons plans are divided by grade level and theme below.

Featured Lesson Plan: Local Heroes

• Essential Question:  What is a hero and how can people show gratitude to those who act heroically in their own communities?
• Grades: 3 to 5
• Theme: Memorializing 9/11

More Lesson Plans

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Lesson plans results, what happened on 9/11, part i.

• Essential Question:  What happened on 9/11?
• Grades: 6 to 12
• Theme: Events of 9/11

Operation Neptune Spear and Its Impact

• Essential Question : How was Operation Neptune Spear carried out, and what was the country’s reaction to its outcome?
• Grades: 9 to 12
• Theme: Repercussions of 9/11

Targeting American Symbols

• Essential Question: Why were the World Trade Center, Pentagon, and U.S. Capitol targeted on 9/11?
• Theme:  Antecedents of 9/11

Counterterrorism after 9/11

• Essential Question:  How did counterterrorism measures evolve in the immediate aftermath of 9/11?

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Teaching Ideas

10 Ways to Teach About 9/11 With The New York Times

Ideas for helping students think about how the Sept. 11 attacks have changed our nation and world.

By Nicole Daniels and Michael Gonchar

Sept. 11, 2001 , is one of those rare days that, if you ask most adults what they remember, they can tell you exactly where they were, whom they were with and what they were thinking. It is a day seared in memory. But for students who were born in a post- 9/11 world and have grown up in the aftermath, it is complex history that needs to be remembered, taught and analyzed like any other historical event.

Twenty years ago, four commercial planes were hijacked by operatives from the radical Islamist group Al Qaeda. One plane was flown into the Pentagon outside Washington, D.C., and two others were flown into the twin towers of the World Trade Center in New York. A fourth hijacked plane crashed in Shanksville, Pa. Almost 3,000 people died that day, including more than 400 emergency workers.

In the wake of those attacks, the United States initiated a global “war on terror” to destroy Al Qaeda — a campaign that expanded into decades-long wars in Afghanistan, Iraq (even though Iraq was not responsible for Sept. 11 ) and elsewhere. In the wake of Sept. 11, the United States changed in other fundamental ways as well, from increased police surveillance to a rise in Islamophobia .

Below, we provide a range of activities that use resources from The New York Times, including archival front pages and photographs, first-person accounts, and analysis pieces published for the 20th anniversary . But we also suggest ideas borrowed from other education organizations like the Choices Program , RetroReport , the 9/11 Memorial and Museum and the Newseum .

On Sept. 30, we are hosting a free event, featuring Times journalists, for students that will look at how Sept. 11 has shaped a generation of young people who grew up in its aftermath. Teachers and students can register here , and students can submit their own videos with questions, many of which we hope to feature during the live event.

1. Reflect on What 9/11 Means to You

In the essay “ What Does It Mean to ‘Never Forget’? ,” Dan Barry writes:

Inevitably, someday there will be no one alive with a personal narrative of Sept. 11. Inevitably, the emotional impact of the day will fade a little bit, and then a little bit more, as time transforms a visceral lived experience into a dry history lesson. This transformation has already begun; ask any high school history teacher.

Or, ask any student. They are at the center of the transition that Mr. Barry describes.

Invite students to respond to one or more of the following questions, and share their responses with other students from around the world by responding to our related Student Opinion question :

What does Sept. 11 mean to you? Is it mostly a “dry history lesson” or does it resonate for you in deeper ways?

What do you know about the events that took place on Sept. 11? Where and how did you learn about them?

What questions do you have about that day and what happened next?

Have the events of Sept. 11 and its aftermath affected you personally in any way? If so, how? How do you think they may have shaped your generation as a whole?

Note: To ensure your class has a shared understanding of what happened on Sept. 11, you might want to have students watch this two-minute video or scroll through this interactive timeline , both created by the 9/11 Memorial and Museum. Alternatively, students can watch this five-minute video from the History Channel which is focused on the attacks at the World Trade Center.

2. Interview Someone Who Remembers

Although teenagers today are too young to have their own personal memories of Sept. 11, people they know and love do. The Choices Program at Brown University has created a lesson plan that walks students through the process of conducting an interview about Sept. 11 with someone they know while also considering the importance of oral history.

The accompanying student handout suggests questions that students may want to ask, such as: What were you doing on Sept. 11, 2001? How did you find out about the attacks?

After conducting their interviews, students can share what they have learned in small groups and with the class. They might even create an oral history book or site that they can share with future classes.

For inspiration or as mentor texts, students can take a look at this “Revisiting the Families” collection of short follow-up interviews and articles that Times reporters did to commemorate the fifth anniversary of the attacks. It offers small glimpses of those who lost family members, and of their lives since.

3. Revisit History’s First Draft

Newspapers have been described as “history’s first draft.” Reporters and editors from around the world who published on the morning of Sept. 12 had less than a day to figure out how to make sense of what happened for their readers.

Invite students to look closely at the New York Times front page (or the full paper ) from that day. They can click on the individual articles as well. What do they notice? What questions does the front page bring up for them? What do they learn about coverage on that first day?

Then they can investigate front pages from other newspapers from around the world and across the country. The Newseum (you’ll need to create a free account) provides images of front pages of over 100 newspapers from dozens of cities — from Anchorage and Richmond, Va., to Turku, Finland, and Osaka, Japan. Business Insider compiled some of the images from the Newseum’s archival, to show what the front pages of newspapers from around the world looked like on Sept. 12 .

Students can choose three or four front pages and take note of the similarities and differences that they see in coverage; what choices might they have made had they been editors that day; and what additional questions these front pages raise for them.

4. Look Closely at Archival Photos

Photographs can be a powerful and accessible way for students to learn more about what happened on and after Sept. 11. Students can study the New York Times photo collection “ The Towers’ Rise and Fall ,” which was originally published on the 10th anniversary of the attacks, to see what stories these 72 images tell about the World Trade Center, the terrorist attacks and the aftermath.

Students can closely investigate two or three images using our What’s Going On in This Picture? protocol from Visual Thinking Strategies :

What is going on in this picture?

What do you see that makes you say that?

What more can you find?

Or, you can invite students to take on the role of curator in a museum who is creating an exhibit about Sept. 11 in New York. They can choose only six to eight photographs to tell the story. Which images would they select and why?

5. Listen to and Read First-Person Stories

Students can watch one or more of the three-minute videos from the “ Portraits Redrawn ” series that was created by The Times for the 10th anniversary of Sept. 11. The six videos are all interviews with people who had a family member die in the attacks.

They can watch this 10-minute video from VICE in which a civilian mariner talks about assisting with the world’s largest boat lift that rescued half a million people from Lower Manhattan.

They can also watch this 12-minute RetroReport video that features interviews with emergency workers who survived the attacks at the World Trade Center and do all or part of this related lesson plan (and student activity ).

Or, students can read this article about a survivor navigating life with post-traumatic stress disorder after the attack on the World Trade Center.

After watching or reading, they can consider: What have you learned about Sept. 11 by hearing stories of survivors, families and people who died in the attacks? And, how do first-person stories change, or deepen, your understanding of what happened?

6. Consider the Importance of Memory

Op-docs: where the towers stood, the world trade center wreckage once smoldered here. now visitors come from around the world to learn, remember and grieve the loss of 9/11..

[somber music playing] [airplane engine] See it? Yeah. Am I just seeing things? Oh, jeez. Oh, they’re people. Oh. Oh, jeez, they’re people. They’re people. They’re people. [quiet music playing] I’m going to take us right here to this tree where there in shade and there is sun, so you could have which ever you prefer. So we don’t get in everyone’s way, if we can stay over here on the left hand side, we’ll be in good shape. The memorial is designed for you to make physical contact with it, to actually touch the names. So do not feel that the appropriate behavior that shows respect is to be standoffish. It is not. The only thing that we do ask — and I really doubt that any of you would have the impulse to do this anyhow — do not put things on the name. Coats, elbows, cups, bags, anything like that. The other thing I want to say to you is this was truly — you’re an international group of people — this was the World Trade Center. People from over 90 countries died here that morning. They were Christians, Jews, Muslims, Hindus, Buddhists, atheists. Some made their way in the world washing dishes, others ran powerful companies, but almost every single one of them dies that morning because they do something that all of us do with most of our lives — they woke up and they went to work. [somber music playing] Excuse me. Hello. Hello, hello, hello. There’s no smoking in the plaza. No smoking in the plaza. That’s quite all right. Thank you. So I want to talk to you about the pools. Directly in front of you is the south pool. The south pool stands in the footprint of the South Tower, World Trade Center number two. So that’s exactly where World Trade Center number two stood. Can everyone see that line of trees that goes around the pool? That line of trees represents the outer wall of the building. So that means in a few minutes when we go up to see the falls and you go past those trees, you will be standing in what was once the lobby of World Trade Center number two. You’re going to see the falls. The falls come out in individual rivulets, one for each person killed on 9/11. Goes down about 20 feet or so into a huge pool. In the center of the pool, another opening goes on another 10 feet or so. No matter how hard you try, you can’t see the bottom of that opening because it’s a void, and the void is a symbol of the emptiness that we feel here over the loss of life. I’m sure all of you can see the water under the names. That water comes directly from the pool. What someone will do, visiting a loved one — and please feel free to do the very, very same — take their hand, put it in the water, rub their hand over a name. Water, of course, a symbol of life. And notice how the names are on the wall. They are not arranged in alphabetical order. For example, people who worked in the same office in this building, they’re together. Firefighters out on the same firehouse, together. Police officers out of the same police precinct, together. We call that meaningful adjacencies. People together in death just the way they were together in life. I have a stupid question. The names of the killers. Are they — Absolutely not. Not. Absolutely not. Yeah. The only place you’ll find them is if you should go into the museum, there’s a special part that deals with Al Qaeda. [somber music playing] [water cascading] [somber music playing]

To learn more about the 9/11 Memorial in New York City, students can watch the above 18-minute video from our Film Club series. Then, they can respond to the questions below in writing or discussion.

What moments in this film stood out for you? Why?

Were there any surprises? Anything that challenged what you know — or thought you knew?

What messages, emotions or ideas will you take away from this film? Why?

What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?

Then, students can read a 2019 article about the opening of the 9/11 Memorial Glade in Lower Manhattan — a memorial for people, largely rescue and recovery workers, whose illnesses and deaths came years after Sept. 11, 2001.

After watching the video and reading the article, students can reflect on the following questions in a class discussion:

Why do we memorialize people or events? What purpose should a memorial serve?

What purpose does memorializing Sept. 11 serve? How do you think Sept. 11 can be most effectively or meaningfully memorialized?

What concerns or challenges should societies or organizations be mindful of when they create memorials? Why?

If you’re interested in furthering the conversation about the memorial in your class, the 9/11 Memorial and Museum has a collection of resources for teachers and students.

7. Evaluate International Repercussions

How the u.s. military response to the 9/11 attacks led to decades of war., officials who drove the decades-long war in afghanistan look back on the strategic mistakes and misjudgments that led to a 20-year quagmire..

Two decades after invading Afghanistan, the United States is withdrawing, leaving chaos in its wake and the country much as it found it 20 years ago. “The Taliban don’t just control Kabul, but the whole country.” How did a war that began in response to the 9/11 attacks become the longest in American history? “If somebody had told me in 2001 that we were going to be there for another 20 years, I would not have believed them.” And what lessons can be learned for the future? “We were doing the same thing year after year after year, expecting a different result.” “Nearly 2,400 Americans have died in Afghanistan.” “More than 43,000 Afghan civilians lost their lives.” “You can’t remake a country on the American image. You can’t win if you’re fighting people who are fighting for their own villages and their own territory. Those were lessons we thought we learned in Vietnam. And yet, 30, 40 years later, we end up in Afghanistan, repeating the same mistakes.” On the morning of Sept. 11, 2001, President George W. Bush was visiting an elementary school in Sarasota, Fla., when he received word of an attack on the World Trade Center in New York City. “We’re looking at a live picture of the, of the building right now. And, uh, what would you say? That would be about the 90th floor or so?” The president joined his staff in an empty classroom, where his C.I.A. intelligence briefer, Michael Morell, had been watching the attack unfold. “There was a TV there and the second plane hit.” “Oh my goodness.” “Oh God.” “There’s another one.” “Oh.” “Oh my goodness, there’s another one.” “God.” “And when that happened, I knew that this was an act of terrorism.” At the Capitol in Washington, Representative Barbara Lee’s meeting was interrupted. “I heard a lot of noise saying, ‘Evacuate. Leave. Get out of here. Run fast.’ So, I ran up Independence Avenue. As I turned around, I was able to see a heck of a lot of smoke.” “Another aircraft, unbelievably, has crashed into the Pentagon.” “What you have to understand is this is the largest attack ever in the entire history of the country.” At 9:59 a.m., the second World Trade Center tower to be struck collapsed. Twenty-nine minutes later, the other tower followed. “The president, he asked to see me in his office on Air Force One. The president looked me in the eye and he said, ‘Michael, who did this?’ I told the president that I would bet my children’s future that Al Qaeda was responsible for this attack.” Within hours, evidence surfaced that Al Qaeda, a multinational terrorist organization headed by the Islamic fundamentalist Osama Bin Laden, had committed the attacks. The group was being given safe haven in Afghanistan by the Taliban regime. “The president’s inclination was to hit back and hit back hard.” “I can hear you. The rest of the world hears you. And the people — ” “So the president decided to go to war.” “ — And the people who knocked these buildings down will hear all of us soon.” “We had to go to Afghanistan. There’s no question in any of our minds, it’s a war of necessity. We had to go after Al Qaeda, we had to kill them, we had to get them out, and we had to pursue them to the ends of the earth.” “The word on the street was everyone’s got to be united with the president. You know, the country is in mourning.” Three days after the attacks, Lee was under pressure to vote yes on a resolution in Congress to authorize going to war against Al Qaeda and its allies when she heard a eulogy at a memorial service. “That as we act, we not become the evil we deplore.” “It was at that point I said, We need to think through our military response, our national security response and the possible impact on civilians.” “Mr. Speaker, members, I rise today really with a very heavy heart. One that is filled with sorrow for the families and the loved ones who were killed and injured this week. Yet I am convinced that military action will not prevent further acts of international terrorism against the United States.” “Got back to the office and all hell was breaking loose.” “The only dissenting voice was Democrat Barbara Lee of California, voting no.” “Phone calls, threats. People were calling me a traitor. She’s got to go. But I knew then it was going to set the stage for perpetual war.” Within weeks of 9/11, the U.S. struck back in Afghanistan. “The United States military has begun strikes against Al Qaeda terrorist training camps and military installations of the Taliban regime.” Soon after, U.S. ground troops arrived in the country. “The invasion was a success very quickly.” “At the gates of Kabul, news of a Taliban collapse had already reached these thousands.” “The Taliban retreat has turned into a rout.” “By the end of the year, the Taliban had been driven from power. A large number of Al Qaeda operatives had either been killed or captured.” And although Osama Bin Laden had managed to escape, the U.S. had accomplished its main goal. “Al Qaeda could not operate out of Afghanistan anymore.” President Bush knew there was a history of failed military campaigns in Afghanistan. “We know this from not only intelligence but from the history of military conflict in Afghanistan. It’s been one of initial success followed by long years of floundering and ultimate failure. We’re not going to repeat that mistake.” [Applause] But after his initial success, Bush expanded the mission to nation-building. To prevent further Al Qaeda attacks, his administration said it wanted to transform the poor, war-torn country into a stable democracy, with a strong central government and U.S.-trained military. “The idea was it would be impossible for the Taliban to ever return to power and impossible for Afghanistan to ever be used as a safe haven again.” “There were girls starting to go to school, there were clinics and hospitals being set up, there were vaccinations, there were elections planned. Everything was kind of humming along and we all thought, OK, this is going to be fine.” But by the mid-2000s, after the Bush administration expanded the war on terror to Iraq, Richard Boucher realized that the U.S.-backed Afghan government was plagued by corruption and mismanagement. “I used to say to my guys on the Afghan desk, ‘If we’re winning, how come it don’t look like we’re winning?’” “The Taliban have staged a major comeback, seizing control of large swaths of the country.” “The people were not rejecting the Taliban. And that was, in the end, because the government couldn’t deliver much for the people. Everybody had this idea in their heads that government works the way it does in Washington. But Afghanistan hasn’t worked that way in the past. I think that was a moment we should’ve at least asked ourselves whether it wasn’t really time for us to leave and to say to the Afghans, ‘It’s your place, you run it as best you can.’” Instead, by 2011, President Bush’s successor, Barack Obama, had sent nearly 50,000 more troops to Afghanistan, hoping to reverse the Taliban’s gains. “I think one of the biggest mistakes we made strategically, after 9/11, was to fail to finish the job here, focus our attention here. We got distracted by Iraq.” One of those troops was Marine Captain Timothy Kudo. Part of his job was to shore up support for the government by digging wells and building schools. He soon lost faith in that mission after, he says, his company killed two Afghan teenagers they mistakenly believed were firing on them. “And their family saw this happen. The mothers, the grandmothers, they came out. It was the first time I’d ever seen an Afghan woman without wearing a burqa. They were sobbing and crying uncontrollably. I mean, how can you kill two innocent people and expect anything that you say to matter at that point?” “People here have little faith in U.S. forces anymore. More Afghans now blame the violence here on the U.S. than on the Taliban.” Weeks after Kudo returned home from Afghanistan, there was a monumental development. “I started getting all these texts, like, ‘You’ve got to check out the TV.’ My roommate calls me from the other room. ‘Turn on CNN.’” “The United States has conducted an operation that killed Osama Bin Laden, the leader of Al Qaeda.” “U.S.A.! U.S.A.!” “In that moment, people are celebrating in front of the White House. They’re celebrating by Ground Zero.” “This is where it happened. We’re back. It’s justice!” “And to my mind, there’s no more reason to go through this madness. And, of course, we then did it for another decade.” “I think the military and the national security apparatus thought they could win. And I think that they also wanted to believe that because they had invested so much. People had died and they didn’t want them to die in vain.” “2011, Bin Laden is now dead. Why was it so hard to de-escalate?” Jeffrey Eggers was on President Obama’s National Security Council. He says that the goal since 9/11, to make sure Afghanistan would never again be a safe haven for terrorists, had become a recipe for endless war. “We will forever prevent the conditions that led to such an attack.” “Danger close!” [Gunfire] “And if you define it that way, when are you finished?” [Gunfire] “Go! Come on, come on, come on!” Though the surge failed to push back the Taliban, the U.S. drew down troop levels even as doubts were growing that Afghan forces would be able to defend the country. In 2021, President Biden, the fourth president to preside over the war, announced that he would withdraw U.S. troops, a plan set in motion by his predecessor, Donald Trump. “Nobody should have any doubts. We lost the war in Afghanistan.” “And we’re clear to cross?” “It wasn’t a peace agreement; it was a withdrawal agreement. The agreement was essentially, As we withdraw, don’t attack us.” As the U.S. leaves Afghanistan, the Taliban is taking over again, having quickly overrun the Afghan Army, which the U.S. spent more than $80 billion to train and equip. “The Taliban are out in full force. And their Islamist rule is already coming back.” “They can use this as a recruiting tool. They are now the champions of the jihadi movement because they pushed out the United States.” And U.S. officials are reflecting on the beginning of the war, 20 years after 9/11. “More people should have thought about endless war, not just in Congress but in the State Department, in the Defense Department, C.I.A. and elsewhere, in the White House. That the recipe of using military means to go after terrorism was just going to get us into one fight after another after another. One can only hope that Americans of the new generation will think about this.”

In an address to Congress and the nation on Sept. 20, 2001, President George W. Bush made it clear that the response to the terrorist attacks would not be confined to a single military strike on one group, network or country: “Our war on terror begins with Al Qaeda, but it does not end there. It will not end until every terrorist group of global reach has been found, stopped and defeated.”

Help students uncover the motivation behind the attacks and evaluate the international repercussions of the “war on terror” using the following resources:

The Terrorist Attack : Who was responsible for the attacks on Sept. 11? Why did they target the United States, and particularly civilians? Britannica and USA Today each offer brief summaries of the plot and the roles of Al Qaeda and Osama bin Laden. To go more in depth, you might have students watch the three-part documentary series “ Road to 9/11 ” from the History Channel, which provides a 360-degree overview of events that led to the attack.

To help students understand why the World Trade Center, Pentagon and U.S. Capitol were targeted, see the 9/11 Memorial and Museum lesson plan, “ Targeting American Symbols .”

The U.S. Response and the Global “War on Terror”: On Oct. 7, 2001, just weeks after the attacks, Mr. Bush announced that America had started a bombing campaign against Al Qaeda, the group responsible for the attacks, and the Taliban, the group that harbored them in Afghanistan.

So began the longest war in American history, which ended this year with the removal of U.S. troops from Afghanistan. What did the war accomplish? Use our Lesson of the Day on “ The U.S. War in Afghanistan: How It Started, and How It Ended ” to have students evaluate the causes and consequences of the 20-year conflict. They can also watch the 10-minute RetroReport video (embedded above), which looks at the decisions that shaped the war. And, they can use our Lesson of the Day “ What Will Become of Afghanistan’s Post-9/11 Generation? ” about how the lives of young people in Afghanistan have suddenly changed with the withdrawal of U.S. forces.

Beyond The Times, see the five-part lesson plan “ The Costs of War ,” created by the Choices Program, which examines the human, economic, social and political costs of the “war on terror” through videos and class discussions.

Veterans of the War in Afghanistan: Listen to voices of veterans in The Argument podcast episode “ You Don’t Bring Democracy at the Point of a Gun ” or read about their experiences in the essay “ Serving in a Twenty Year War .” How do these firsthand accounts and perspectives change how students understand the realities of the so-called war on terror? What questions would they ask these veterans if they were New York Times reporters?

After exploring one or more of the pieces in this section, students might discuss the prompts below:

What is terrorism? Why do some individuals and groups target civilians for political purposes?

Was the United States justified in using military force in Afghanistan after Sept. 11? What is the legacy of the “war on terror”? Has it made us safer?

What lessons can we learn from the war? How do you think the United States and other countries should work toward preventing future terrorist attacks? If the United States, or another country, were hit by foreign terrorism again in the future, how should we respond? What principles, critical questions and experiences should help us form our response?

8. Examine Ripple Effects in the United States

In the two decades since Sept. 11, many aspects of American life have changed, from travel and art to education and immigration . Your conversation with students about post-9/11 America could take on any one or many of these topics. Below, we suggest two possible lenses, based on recent Times texts, through which to examine the ripple effects in the United States:

Muslims in America : Invite students to read “ Muslim Americans’ ‘Seismic Change’ ” by Elizabeth Dias and consider how the aftermath of Sept. 11 has brought both challenges, including a surge in Islamophobia, but also possibilities for the Muslim American community, such as the election of Muslim Americans to Congress and award-winning television featuring Muslim American actors and stories, that would have been unfathomable 20 years ago.

Civil Liberties and Surveillance: Two decades after the attacks, police departments across the United States, and particularly the N.Y.P.D., are using counterterrorism tools, like facial recognition software, to combat routine street crime. Although police officials say these methods have helped thwart would-be attacks, others say they subject everyday people to “near-constant surveillance — a burden that falls more heavily on people of color.” Invite students to read “ How the N.Y.P.D. Is Using Post-9/11 Tools on Everyday New Yorkers ” and debate the benefits and drawbacks of these tactics.

After reading one or both of these articles, students might discuss the following questions:

In what important ways has Sept. 11 transformed American life?

Did anything described in the articles connect with anything you’ve experienced, read or witnessed? How have these changes affected your life, whether you knew it or not?

What does America’s response to Sept. 11 say about the United States today?

9. Explore Why Conspiracy Theories Sometimes Flourish

Today’s students are often familiar with conspiracy theories and their popularity on social media. Here is how one student responded to our 2020 Student Opinion question: Do You Think Online Conspiracy Theories Can Be Dangerous? :

Conspiracy theories can either be malicious, dumb fun, or anything in between. Some conspiracy theories can be serious and about tragedies such as 9/11, but some conspiracy theories can be interesting, such as bots in a video game being alive. I enjoy a conspiracy theory every now or then, but I wouldn’t take them as an absolute truth, you always have to take them with a grain of salt.

In the article “ How a Viral Video Bent Reality ,” Kevin Roose writes about how the conspiracy film “Loose Change” energized the “9/11 truther” movement and also supplied the template for the current age of disinformation.

Students can read this article and consider some of the questions raised in the article:

Why do you think some people are drawn to conspiracy theories?

What role does technology play in the spread of conspiracy theories?

Respond to this quote from the article: “A more urgent lesson to take from ‘Loose Change’ is that conspiracy theories tend to flourish in low-trust environments, during periods of change and confusion.” Why do you think that is? How does that lesson apply to today’s world?

You can pair this article with the Student Opinion question mentioned above, inviting students to post their own comments in response to that question, or with our Lesson of the Day “How to Deal With a Crisis of Misinformation,” which includes strategies for countering misinformation.

10. Watch Our On-Demand Panel for Students: The Post-9/11 Generation

How did 9/11 shape the generation that grew up in its aftermath?

With New York Times journalists and student voices, we discuss this question in our special interactive panel. The panel features Yousur Al-Hlou and Biz Herman, who examined how Sept. 11 has been taught in classrooms around the world, and Kiana Hayeri, who photographed young Afghans as they experienced the recent withdrawal of U.S. troops from their country. Invite students to register and view the on-demand panel .

Want more? For the 10th anniversary of Sept. 11, in 2011, we published this roundup of hundreds of resources from The Learning Network and The New York Times for teaching about Sept. 11 and the aftermath, including ideas from educators across the country and links to the front pages of The Times for the 10 days after Sept. 11.

Nicole Daniels has been a staff editor with The Learning Network since 2019. More about Nicole Daniels

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September 11 PowerPoint

Subject: History

Age range: 3-5

Resource type: Other

Last updated

9 September 2015

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Not quite what you were looking for? Search by keyword to find the right resource:

• Resource Library
• Contact Information
• 9-1-1 Instructor Info
• In-service Training
• Policy Manual
• 9-1-1 For Kids
• 9-1-1 Related Links
• Public Safety Interoperability

Slideshows that can be used for training PSAP personnel.

Instructors can download the programs and use them as they are or customize them to reflect their PSAP operation. Each will appear on the Pre-Approved for CEUs list for Telecommunicator and/or EMD credits.

Introduction to

New jersey emergency medical guidecards.

Slideshow to accompany NJ EMD Guidecard training program

CPR Continuing Education for Telecommunicators

Used to suppliment Basic CPR training

CPR LifeLinks  is a national initiative to help communities save more lives through the implementation of telecommunicator and high-performance CPR programs. According to the American Heart Association, only 46% of the 250,000 people who experience out-of-hospital cardiac arrest in the U.S. each year get immediate help before a professional arrives. In response to a recommendation by the National Academies, NHTSA brought together EMS and 911 stakeholders to create a comprehensive CPR program implementation toolkit for every 911 and EMS agency in the country.

Introduction to the New Jersey 9-1-1 Network

The Basic Telecommunicator training programs used by the PSAPs in New Jersey are intended to introduce a person to what is expected of someone who answers 9-1-1 calls. While they explain topics such as ANI and ALI, wireline, VoIP and wireless, TTY/TDD and Next Generation they do not inform the telecommunicator in New Jersey how the 9-1-1 Network is set up and what information it can provide to help the user.

This book will include how the New Jersey 9-1-1 was created, how it operates and what is needed to ensure that it continues to function. How to interpret the information on the ALI screen. When is the address the caller or the cell tower? Which is the caller’s phone number? Is it a wireline, wireless, VoIP, PBX or other type of service? How can the telecommunicator get better information? These are some of the topics that will be discussed in this book. This book and slideshow can be used as part of a Basic Telecommunicator or Emergency Medical Dispatch class or as part of a continuing education program.

This material can also be used by a PSAP or PSDP as part of the required 8-hour training program for substitute dispatcher/calltakers. For more information about when a substitute may be used please see section “17:24-2.2 PSAP: required and recommended staffing”’ in the regulations (https://www.nj.gov/911/resource/reg/index.html).

Elements of the current network will continue when the move to Next Generation 9-1-1 is made. Before the new features promised can be implemented the telecommunicator should be familiar with the features of the current network.

Manual in Word Format

Manual in PDF Format

Powerpoint Slideshow with notes

Changes to the ALI Screen

The Introduction of

Distributed Antenna Systems

New Jerse y

A booklet explaining changes made to the ALI screen to help identify DAS sites in residential areas delivering wireless 9-1-1 calls to the PSAPs

Telecommunicator CEUs -1 Hour

EMD CEUs - 1 Hour

ALI Screen Review

This slideshow is intended to help 9-1-1 calltakers idenify the different type of ALI screens used by the New Jersey 9-1-1 network

Booklet for "ALI Screen Review" presentation

Telecommunicator CEUs - 2 Hours

How Automatic Crash Notification

Will affect psaps.

Shows how ACN works and it's impact on the PSAP

Telecommunicator CEUs - 1 Hour

How "OnStar" Works With New Jersey PSAPs

Modified from the original "OnStar" Training Program to show how it will work

with New Jersey PSAPs

Telecommunicator CEUs - 1 hour

EMD CEUs- 1 Hour

9-1-1, There's an APP For That

Slideshow with audio discussing types of devices and applications that can be used to contact 9-1-1

Updated March 2020

Handout Notes

How-To Geek

6 ways to create more interactive powerpoint presentations.

Engage your audience with cool, actionable features.

Quick Links

• Add a QR code
• Embed Microsoft Forms (Education or Business Only)
• Embed a Live Web Page
• Add Links and Menus
• Add Clickable Images to Give More Info
• Add a Countdown Timer

We've all been to a presentation where the speaker bores you to death with a mundane PowerPoint presentation. Actually, the speaker could have kept you much more engaged by adding some interactive features to their slideshow. Let's look into some of these options.

1. Add a QR code

Adding a QR code can be particularly useful if you want to direct your audience to an online form, website, or video.

Some websites have in-built ways to create a QR code. For example, on Microsoft Forms , when you click "Collect Responses," you'll see the QR code option via the icon highlighted in the screenshot below. You can either right-click the QR code to copy and paste it into your presentation, or click "Download" to add it to your device gallery to insert the QR code as a picture.

In fact, you can easily add a QR code to take your viewer to any website. On Microsoft Edge, right-click anywhere on a web page where there isn't already a link, and left-click "Create QR Code For This Page."

You can also create QR codes in other browsers, such as Chrome.

You can then copy or download the QR code to use wherever you like in your presentation.

2. Embed Microsoft Forms (Education or Business Only)

If you plan to send your PPT presentation to others—for example, if you're a trainer sending step-by-step instruction presentation, a teacher sending an independent learning task to your students, or a campaigner for your local councilor sending a persuasive PPT to constituents—you might want to embed a quiz, questionnaire, pole, or feedback survey in your presentation.

In PowerPoint, open the "Insert" tab on the ribbon, and in the Forms group, click "Forms". If you cannot see this option, you can add new buttons to the ribbon .

As at April 2024, this feature is only available for those using their work or school account. We're using a Microsoft 365 Personal account in the screenshot below, which is why the Forms icon is grayed out.

Then, a sidebar will appear on the right-hand side of your screen, where you can either choose a form you have already created or opt to craft a new form.

Now, you can share your PPT presentation with others , who can click the fields and submit their responses when they view the presentation.

3. Embed a Live Web Page

You could always screenshot a web page and paste that into your PPT, but that's not a very interactive addition to your presentation. Instead, you can embed a live web page into your PPT so that people with access to your presentation can interact actively with its contents.

To do this, we will need to add an add-in to our PPT account .

Add-ins are not always reliable or secure. Before installing an add-in to your Microsoft account, check that the author is a reputable company, and type the add-in's name into a search engine to read reviews and other users' experiences.

To embed a web page, add the Web Viewer add-in ( this is an add-in created by Microsoft ).

Go to the relevant slide and open the Web Viewer add-in. Then, copy and paste the secure URL into the field box, and remove https:// from the start of the address. In our example, we will add a selector wheel to our slide. Click "Preview" to see a sample of the web page's appearance in your presentation.

This is how ours will look.

When you or someone with access to your presentation views the slideshow, this web page will be live and interactive.

4. Add Links and Menus

As well as moving from one slide to the next through a keyboard action or mouse click, you can create links within your presentation to direct the audience to specific locations.

To create a link, right-click the outline of the clickable object, and click "Link."

In the Insert Hyperlink dialog box, click "Place In This Document," choose the landing destination, and click "OK."

What's more, to make it clear that an object is clickable, you can use action buttons. Open the "Insert" tab on the ribbon, click "Shape," and then choose an appropriate action button. Usefully, PPT will automatically prompt you to add a link to these shapes.

You might also want a menu that displays on every slide. Once you have created the menu, add the links using the method outlined above. Then, select all the items, press Ctrl+C (copy), and then use Ctrl+V to paste them in your other slides.

5. Add Clickable Images to Give More Info

Through PowerPoint's animations, you can give your viewer the power to choose what they see and when they see it. This works nicely whether you're planning to send your presentation to others to run through independently or whether you're presenting in front of a group and want your audience to decide which action they want to take.

Start by creating the objects that will be clickable (trigger) and the items that will appear (pop-up).

Then, select all the pop-ups together. When you click "Animations" on the ribbon and choose an appropriate animation for the effect you want to achieve, this will be applied to all objects you have selected.

The next step is to rename the triggers in your presentation. To do this, open the "Home" tab, and in the Editing group, click "Select", and then "Selection Pane."

With the Selection Pane open, select each trigger on your slide individually, and rename them in the Selection Pane, so that they can be easily linked to in the next step.

Finally, go back to the first pop-up. Open the "Animations" tab, and in the Advanced Animation group, click the "Trigger" drop-down arrow. Then, you can set the item to appear when a trigger is clicked in your presentation.

If you want your item to disappear when the trigger is clicked again, select the pop-up, click "Add Animation" in the Advanced Animation group, choose an Exit animation, and follow the same step to link that animation to the trigger button.

6. Add a Countdown Timer

A great way to get your audience to engage with your PPT presentation is to keep them on edge by adding a countdown timer. Whether you're leading a presentation and want to let your audience stop to discuss a topic, or running an online quiz with time-limit questions, having a countdown timer means your audience will keep their eye on your slide throughout.

To do this, you need to animate text boxes or shapes containing your countdown numbers. Choose and format a shape and type the highest number that your countdown clock will need. In our case, we're creating a 10-second timer.

Now, with your shape selected, open the "Animations" tab on the ribbon and click the animation drop-down arrow. Then, in the Exit menu, click "Disappear."

Open the Animation Pane, and click the drop-down arrow next to the animation you've just added. From there, choose "Timing."

Make sure "On Click" is selected in the Start menu, and change the Delay option to "1 second," before clicking "OK."

Then, with this shape still selected, press Ctrl+C (copy), and then Ctrl+V (paste). In the second box, type 9 . With the Animation Pane still open and this second shape selected, click the drop-down arrow and choose "Timing" again. Change the Start option to "After Previous," and make sure the Delay option is 1 second. Then, click "OK."

We can now use this second shape as our template, as when we copy and paste it again, the animations will also duplicate. With this second shape selected, press Ctrl+C and Ctrl+V, type 8 into the box, and continue to do the same until you get to 0 .

Next, remove the animations from the "0" box, as you don't want this to disappear. To do this, click the shape, and in the Animation Pane drop-down, click "Remove."

You now need to layer them in order. Right-click the box containing number 1, and click "Bring To Front." You will now see that box on the top. Do the same with the other numbers in ascending order.

Finally, you need to align the objects together. Click anywhere on your slide and press Ctrl+A. Then, in the Home tab on the ribbon, click "Arrange." First click "Align Center," and then bring the menu up again, so that you can click "Align Middle."

Press Ctrl+A again to select your timer, and you can then move your timer or copy and paste it elsewhere.

Press F5 to see the presentation in action, and when you get to the slide containing the timer, click anywhere on the slide to see your countdown timer in action!

Now that your PPT presentation is more interactive, make sure you've avoided these eight common presentational mistakes before you present your slides.

How To Get Free Access To Microsoft PowerPoint

E very time you need to present an overview of a plan or a report to a whole room of people, chances are you turn to Microsoft PowerPoint. And who doesn't? It's popular for its wide array of features that make creating effective presentations a walk in the park. PowerPoint comes with a host of keyboard shortcuts for easy navigation, subtitles and video recordings for your audience's benefit, and a variety of transitions, animations, and designs for better engagement.

But with these nifty features comes a hefty price tag. At the moment, the personal plan — which includes other Office apps — is at $69.99 a year. This might be the most budget-friendly option, especially if you plan to use the other Microsoft Office apps, too. Unfortunately, you can't buy PowerPoint alone, but there are a few workarounds you can use to get access to PowerPoint at no cost to you at all.

Read more: The 20 Best Mac Apps That Will Improve Your Apple Experience

Method #1: Sign Up For A Free Microsoft Account On The Office Website

Microsoft offers a web-based version of PowerPoint completely free of charge to all users. Here's how you can access it:

• Visit the Microsoft 365 page .
• If you already have a free account with Microsoft, click Sign in. Otherwise, press "Sign up for the free version of Microsoft 365" to create a new account at no cost.
• On the Office home page, select PowerPoint from the side panel on the left.
• Click on "Blank presentation" to create your presentation from scratch, or pick your preferred free PowerPoint template from the options at the top (there's also a host of editable templates you can find on the Microsoft 365 Create site ).
• Create your presentation as normal. Your edits will be saved automatically to your Microsoft OneDrive as long as you're connected to the internet.

It's important to keep in mind, though, that while you're free to use this web version of PowerPoint to create your slides and edit templates, there are certain features it doesn't have that you can find on the paid version. For instance, you can access only a handful of font styles and stock elements like images, videos, icons, and stickers. Designer is also available for use on up to three presentations per month only (it's unlimited for premium subscribers). When presenting, you won't find the Present Live and Always Use Subtitles options present in the paid plans. The biggest caveat of the free version is that it won't get any newly released features, unlike its premium counterparts.

Method #2: Install Microsoft 365 (Office) To Your Windows

Don't fancy working on your presentation in a browser? If you have a Windows computer with the Office 365 apps pre-installed or downloaded from a previous Office 365 trial, you can use the Microsoft 365 (Office) app instead. Unlike the individual Microsoft apps that you need to buy from the Microsoft Store, this one is free to download and use. Here's how to get free PowerPoint on the Microsoft 365 (Office) app:

• Search for Microsoft 365 (Office) on the Microsoft Store app.
• Install and open it.
• Sign in with your Microsoft account. Alternatively, press "Create free account" if you don't have one yet.
• Click on Create on the left side panel.
• Select Presentation.
• In the PowerPoint window that opens, log in using your account.
• Press Accept on the "Free 5-day pass" section. This lets you use PowerPoint (and Word and Excel) for five days — free of charge and without having to input any payment information.
• Create your presentation as usual. As you're using the desktop version, you can access the full features of PowerPoint, including the ability to present in Teams, export the presentation as a video file, translate the slides' content to a different language, and even work offline.

The only downside of this method is the time limit. Once the five days are up, you can no longer open the PowerPoint desktop app. However, all your files will still be accessible to you. If you saved them to OneDrive, you can continue editing them on the web app. If you saved them to your computer, you can upload them to OneDrive and edit them from there.

Method #3: Download The Microsoft PowerPoint App On Your Android Or iOS Device

If you're always on the move and need the flexibility of creating and editing presentations on your Android or iOS device, you'll be glad to know that PowerPoint is free and available for offline use on your mobile phones. But — of course, there's a but — you can only access the free version if your device is under 10.1 inches. Anything bigger than that requires a premium subscription. If your phone fits the bill, then follow these steps to get free PowerPoint on your device:

• Install Microsoft PowerPoint from the App Store or Google Play Store .
• Log in using your existing Microsoft email or enter a new email address to create one if you don't already have an account.
• On the "Get Microsoft 365 Personal Plan" screen, press Skip For Now.
• If you're offered a free trial, select Try later (or enjoy the free 30-day trial if you're interested).
• To make a new presentation, tap the plus sign in the upper right corner.
• Change the "Create in" option from OneDrive - Personal to a folder on your device. This allows you to save the presentation to your local storage and make offline edits.
• Press "Set as default" to set your local folder as the default file storage location.
• Choose your template from the selection or use a blank presentation.
• Edit your presentation as needed.

Do note that PowerPoint mobile comes with some restrictions. There's no option to insert stock elements, change the slide size to a custom size, use the Designer feature, or display the presentation in Immersive Reader mode. However, you can use font styles considered premium on the web app.

Method #4: Use Your School Email Address

Office 365 Education is free for students and teachers, provided they have an email address from an eligible school. To check for your eligibility, here's what you need to do:

• Go to the Office 365 Education page .
• Type in your school email address in the empty text field.
• Press "Get Started."
• On the next screen, verify your eligibility. If you're eligible, you'll be asked to select whether you're a student or a teacher. If your school isn't recognized, however, you'll get a message telling you so.
• For those who are eligible, proceed with creating your Office 365 Education account. Make sure your school email can receive external mail, as Microsoft will send you a verification code for your account.
• Once you're done filling out the form, press "Start." This will open your Office 365 account page.

You can then start making your PowerPoint presentation using the web app. If your school's plan supports it, you can also install the Office 365 apps to your computer by clicking the "Install Office" button on your Office 365 account page and running the downloaded installation file. What sets the Office 365 Education account apart from the regular free account is that you have unlimited personal cloud storage and access to other Office apps like Word, Excel, and Outlook.

Read the original article on SlashGear .