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Thank you for your purchase fromIn the Hands of a Child

Your Premiere Lapbook Provider since 2002!!

September 11th 2001HOCPP 1105

Published: January, 2007Original Copyright August, 2006

Authors:Katie KubeshNiki McNeilKimm Bellotto

For information about other products available from In the Hands of a ChildCall 1-866-426-3701 or visit our website at www.handsofachild.com.

Entire contents of this Project Pack © 2007In the Hands of a Child.

6222 Pierce StreetColoma, MI 49038

Permission is hereby granted to the individual purchaser to reproduce student materials in thisproject pack for noncommercial individual or classroom use only. In the Hands of a Child givespermission for one copy of all written material to be copied and or printed. Classroom teachers

have permission to reproduce one copy for each student in class. Members of co-ops orworkshops have permission to reproduce one copy for up to 10 children per unit. Reproducible

graphics may be reprinted as many times as needed. Permission is not granted for school wide orsystem wide reproduction of materials.

Printed in the USA.

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Bringing Laughter and Learning Together In the Hands of aChild

From the day we first began using and creating Project Packs we fell in love withthem. We knew that this type of hands-on learning experience was just the thingthat was needed to make boring unit studies not only educational but fun andexciting too!

To help you get started with your Project Pack, we have included some of themost frequently asked questions we receive about our Project Packs.

What is a Project Pack?A Project Pack contains both the activities and the lesson plans or researchguide needed to complete the activities. Imagine your child not only learningabout the life cycle of a butterfly, but also creating a cocoon of his or her own.Students don’t just read the story, Blueberry Sal by Robert McCloskey- theyenjoy a “blue day” complete with a recipe for blueberry pancakes, making a“blue” collage, and don’t forget painting a “blue” picture!

Why is this a better way to learn? How does this help me?Student learning improves when lessons incorporate hands-on projects or crafts.Children learn by doing. Project Packs put learning into their hands! Thepossibilities are endless when your student begins a lapbook with a Project Packfrom In the Hands of a Child. There are no age or skill limits and any topic orsubject can be worked into a Project Pack.

When you purchase a Project Pack from In the Hands of a Child, all the work isdone for you-the parent/teacher, but not for the student. In addition, ProjectPacks are easy to store, are an instant review tool, scrapbook, and a ready-madeportfolio of all your student’s studies.

How do I make a Project Pack?A Project Pack is simply a file folder refolded into a shutter-style book. Open afile folder flat, fold each side into the middle and crease the fold neatly. Thereyou have it!

What supplies do I need?You need file folders, paper in different colors and weights*, your student’sfavorite coloring tools, tape, glue, scissors, and a stapler.

*For a more colorful and appealing Project Pack, it is suggested you print someof the reproducible graphics on colorful, multi-purpose paper. We recommend24# weight or cardstock.

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Adapting a Project Pack to Fit the Needs of Your Student

Adapting a Project or Research Pack is key to ensuring that you provide the bestlesson for your student. At first glance, some might just skip over an activitybecause they feel it is too easy or too difficult for their student. We want you touse all the activities we provide…they are easily adaptable!

For example, if you have a PK-3 student the vocabulary activities might bedifficult for him or her to complete. Here are some tips to help you adapt theactivities that require your student to write:

1. Have your student dictate vocabulary words and their meanings as youwrite them.

2. Have your child draw a picture instead of writing.3. You write the word or sentence first so your student can see how it is

written (many of our Project Packs also include activities with dotted linesfor easy copy work).

4. Practice. Practice. Practice. In the car, on a walk, in the shopping cart!Practice saying the vocabulary words and what they mean. Before youknow it your preschooler will be telling others what those words mean!

5. Contact us. We would be happy to give you ideas for adapting specificunits to a grade level.

On the other hand, some of the activities may seem too easy for your student.Does your 5th grade level student want to learn about butterflies, but the ProjectPack seems too easy? Try it anyway; just change things up a bit to suit yourstudent’s grade level and skill. Here are some tips to help you adapt theactivities to make them a little more difficult:

1. In addition to writing down vocabulary words and their meanings, ask yourstudent to use the word in a sentence; either verbally or written.

2. Give your student one hour (or reasonable time frame) to research thetopic on his or her own either online or at the library. Give your student aset of questions and see what he or she can find without your guidance.

3. Encourage your student to expand on the topic or choose a relatedsubject to learn about.

4. Take a look at some of our preschool units…there is a lot of clipart relatedto each topic included. Have an older student cut these out and write astory or play about the pictures.

5. Contact us. We would be happy to give you ideas for adapting specificunits to a grade level.

These are just few ways you can adapt a Project Pack to meet the needs of yourstudent. Let your student be the judge if something is too easy or toodifficult…you just might be surprised!

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The Website links we have included in our guides are references we found thatcontain relevant information. However, the sites are not owned or maintained byIn the Hands of a Child. The content may have changed or become a “dead”link. If you find the site contains inappropriate material or is no longer a relevantsite, please let us know. Thank you.

Educator Notes:_____________________________________
















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Table of ContentsPlanning Guide Page 7

Related Reading Page 9

Bibliography Page 9

Activity Instructions Page 10

Folder Instructions Page 15

Sample Picture Page 16

Research Guide Page 17

Attack on the World Trade Center Page 17

Timeline Page 18

Attack on the Pentagon Page 19

Crash in PA Page 20

History of World Trade Center Page 21

Islam Page 21

Osama Bin Laden Page 22

Men Behind the Attacks Page 22

Disaster Sites Page 23

Long-term impact Page 25

Memorial Page 25

Vocabulary Page 27

Reproducibles Page 28

Answer Key Page 72

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Day 1


Executive Order

September 11, 2001Attack on the World

Trade CentersImmediate Reaction


2-Where Where You?5-Events, People, and



Day 2 Evacuate

Attach on the WorldTrade Centers

The Towers Collapse

6-The Four Flights7-Map the Flights8-Pancake Effect


Day 3TerrorismTerrorist

Attack on the PentagonThe Pentagon

Failed Terrorist PlanThe Crash inPennsylvania

9-The Pentagon10-Failed Attack

11-Heroes of UnitedFlight 93


Day 4 SkylineHistory of the World

Trade Center

12-Symbolism of theWTC

13-WTC Facts


4-9/11 Interview

Day 5

JustifiedAl QaedaExtremism



The Men Behind theAttacks*Islam

Islamic Extremists*Osama bin Laden

14-Behind the Attacks15-Osama bin Laden


4-9/11 Interview

Day 6Heroes

BoroughDisaster Site

Rescue Teams16-Hero Qualities

17- Superheroes of 9/11


18-HeroQualities Game

Day 7Ground Zero

Recovery19-Ground Zero

20-Security Measures


18-HeroQualities Game

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Have student complete vocabulary words slotted for each day from activity 1, then readthe sections of the guide slotted for the day and any extra books you have on the topic.Finish up each day by having them complete the activities scheduled for that day.

NOTE: Items marked with a * are in text-boxed areas in the guide.





Day 8Commemorate


Long-Term ImpactHomeland Security


3-Letter to a Friend21-September 11



18-HeroQualities Game

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Books to ReadNew York's Bravest by Mary Pope OsborneIt's Still a Dog's New York by Susan L. RothA Nation Challenged: A Visual History of 9/11 and Its Aftermath by The New

York Times staffUnderstanding September 11th: Answering Questions About the Attacks onAmerica by Mitch Frank

Additional Informationhttp://www.ready.gov/kids/home.html


BibliographyLalley, Patrick. 9.11.01: Terrorists Attack the U.S. New York: Steck-VaughnCompany, 2002.

Do Not Be Sad: A Chronicle of Healing. New York: Welcome Books, 2002.







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Creating a Lapbook Base

Basic Lapbook Base§ Open a file folder and lay it flat.§ Fold both right and left edges toward the center so they meet and close like a pair of

shutters.§ Crease firmly.

Base with Single or Double Extensions§ Complete the basic lapbook base.§ Open base and lay flat.§ Cut another folder in half or use a sheet of cardstock for the extension.§ Lay the extension in the center of folder at either the top or bottom. (You may add

two extensions if need be; one at the top and one at the bottom).§ Attach to base with clear packing tape.

Single Extension Double Extension

Double Folder Base§ Make two base folders.§ Open them and lay them side by side with outer

flaps pointing straight up, not flat.§ Where the two flaps meet glue them together.§ Fold center flap to one side, fold both shutters in

and close folders like a book.

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September 11, 2001

“Where were you when the world stopped turnin’ that September day?”~Alan Jackson

Where were you on Tuesday, September 11, 2001? The daybegan as a beautiful sunny morning in most of the states acrossAmerica. In New York City, it was a normal September day. Thetemperature was warm, the sky was clear, and millions of peoplerushed the streets of the largest city in the United States, on theirway to work.

Just a few minutes after 9:00 a.m., the New York sky turned blackwith smoke, dust, and debris. Two airplanes, hijacked by religiousextremists, had smashed into the twin towers of the World TraceCenter (WTC).

This attack on the United States was believed to be an act of war. Within threedays, President George W. Bush announced that the United States intended tofight against terrorism worldwide. In a televised speech on September 20,2001, President Bush told the American people it would be a long battle,“Americans should not expect one battle, but a lengthy campaign unlike anyother we have ever seen.” He vowed, “we will direct every resource at ourcommand…to the disruption and defeat of the global terror network.”

Attack on the World Trade CentersThe first plane crashed into the north tower about 15 minutes before 9:00 a.m.The second plane crashed into the south tower 18 minutes later. By 10:30 a.m.both of the towers had collapsed.

American Airlines Flight 11On the morning of September 11, American Airlines Flight 11left Boston, Massachusetts, for Los Angeles, California. ABoeing 767, the plane had 92 people on board. Right aftertakeoff, five men took control of the airplane. The onlyweapons they had were box-cutters. They set the course ofthe plane for New York City and at 8:45 a.m., Flight 11

intentionally crashed into the North Tower of the World Trade Center. Not farinto its flight, the plane was full of thousands of gallons of jet fuel which acted likea bomb. A huge explosion ripped an enormous hole in the side of the buildingand caused a fire. It had crashed into the 94th to 99th floors of the tower.

People who worked in the north tower began to evacuate the building.Firefighters, police, and emergency medical personnel rushed to the scene.Most people thought this was a terrible accident and had no idea the city of NewYork was under attack.

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