This interactive timeline chronicles the events of 9/11 using images, audio and video from the 9/11 Memorial Museum's permanent collection. The timeline tells the story of the day as it unfolded in the air and on the ground. It's filled with first-person accounts from survivors, first responders and witnesses. Please note: Due to the nature of events related to the Sept. 11 attacks, the timeline contains some graphic images and sensitive content. Parents may want to first review the site before sharing it with young children.

This interdisciplinary course surveys modern European culture to disclose the alignment of literature, opposition, and revolution. Reaching back to the foundational representations of anarchism in nineteenth-century Europe (Kleist, Conrad) the curriculum extends through the literary and media representations of militant organizations in the 1970s and 80s (Italy's Red Brigade, Germany's Red Army Faction, and the Real Irish Republican Army). In the middle of the term students will have the opportunity to hear a lecture by Margarethe von Trotta, one of the most important filmmakers who has worked on terrorism. The course concludes with a critical examination of the ways that certain segments of European popular media have returned to the "radical chic" that many perceive to have exhausted itself more than two decades ago.

Nuclear weapons and nuclear power have greatly influenced history from 1945 to the present. This digital library provides an annotated bibliography of over 2,700 books, articles, films, CDs, and websites about a broad range of nuclear issues.

"American Made" is a film about a Sikh American family whose car breaks down en route to the Grand Canyon, and their only hope for escape is the remote desert highway and the occasional passing car. When car after car fails to stop, family members are forced to confront their notions of faith, conformity, tradition, and sacrifice-and question what it means to be "American" today. This lesson plan includes discussion activities about the definition of family, cultural research activities, and writing assignments related to students' personal histories.

Examines the problems and issues confronting American national security policy since 1945, with special attention to the politics of policymaking. The nature of the international system (post-World War II), the theoretical requirements for deterrence and defense, and alternative strategies for implementing American national security policy are discussed. The roles of the President, National Security Council, Department of Defense and armed services, the Congress, and public opinion in formulating national security policy are examined. Subject fulfills undergraduate public policy requirement in the major and minor. Description from Course page: This course examines the problems and issues confronting American national security policymakers and the many factors that influence the policies that emerge. But this is not a course about "threats," military strategies, or the exercise of military power. What threatens those interests? How should the U.S. defend those interests? What kind of military should we build? Should the U.S. enter into alliances with other countries? Do we need a larger Navy? How much should we spend on weapons procurement? The course is organized along an historical time line. Beginning with the final days of World War II we follow American national security policy from the first stirrings of confrontation with the Soviet Union and China, into two hot wars in Asia that cost over 100,000 American lives and spawned social upheavals, through a close encounter with nuclear war, stumbling into the era of arms control, and conclude with the collapse of the communism. Selective case studies, memoirs, and original documents act as windows into each period. What were US national security decision makers thinking? What were they worried about? How did they see their options.

Explores the changing roles, ethical conflicts, and public perceptions of science and scientists in American society from World War II to the present. Studies specific historical episodes focusing on debates between scientists and the contextual factors influencing their opinions and decisions. Topics include the atomic bomb project, environmental controversies, the Challenger disaster, biomedical research, genetic engineering, (mis)use of human subjects, scientific misconduct and whistleblowing.

This presentation examines the various biological agents that terrorists could use against food or water supplies.

The collapse of the Soviet State in 1991 was followed by Chechen President Dzhokhar Dudayev's declaration of the Chechen Republic's independence from Moscow. Concerned over the loss of its territorial integrity, Russian troops invaded the breakaway republic and a civil war ensued. In l996, Chechen rebels regained control of the capital, Grozny, from Russian forces, almost destroying the city in the process. Fighting in Chechnya continues to this day, although on a relatively smaller scale. The WIDE ANGLE video 'Greetings From Grozny' (2002) examines the conflict from the perspectives of Russian soldiers, Chechen separatist militants, radical Chechen Islamists, and civilians living in Grozny.In this lesson, students will explore the multiple perspectives surrounding the conflict, examine the conflict's regional and international implications, and understand the mindsets of Chechens who have managed to maintain their identity and self-esteem in the face of untold human suffering. This lesson can be used during or after a lesson on the breakup of the Soviet Union and the formation of the Russian Federation (1991- present). A basic knowledge of post- Soviet history and basic geographical facts of Eurasia are required for the successful completion of the lesson.

The objective of this presentation is to use three illustrative case studies to reinforce basic concepts and principles of terrorism preparedness and response, as well as to identify some specific practical considerations. These case studies will illustrate: (1) Plausible scenarios, (2) Typical first response activities, (3) Critical issues on-the-fly, and (4) Considerations for planning.

This is a collection of downloadable video clips on the theme of Conflict, with guiding questions for students. Clips are drawn from the following PBS WIDE ANGLE documentaries: "Greetings from Grozny" (2002), "Ladies First" (2004), "Suicide Bombers" (2004).

In this podcast, Professor Roberta Pearson from the School of American and Canadian Studies, discusses the fictional representation of terrorism in modern day television programmes and why more and more people are using fiction instead of the news to inform their opinions of world events.

Professor Pearson considers the frequent engagement of modern audiences with such television series' as '24' and 'Battlestar Galactica' and how these common cultural experiences should not be underestimated as a factor in affecting the way public issues are viewed.

The Middle East conflict and terrorism are issues we hear about almost daily in the news. This lesson will use video clips from WIDE ANGLE's 'Suicide Bombers' (2004), Internet sites, and primary sources to examine the roots of the Middle East conflict. The video contains interviews with young Palestinians who participated -- or intended to participate -- in suicide bombings. These young Palestinians share the personal, religious, political and emotional reasons behind their participation in these suicide operations. This lesson could be used to review information about the three major monotheistic religions and their connections to Israel, to relate post-World War II policies to the current political state of the Middle East, and/or to get students to understand the roots of the terrorism that threatens the world we live in.

Dr. Dadashev, a professor of physics on the shattered campus of Grozny University, conducts a tour of the war-torn campus in this video segment from Wide Angle.

In this video from Wide Angle, learn about Chechen rebels who have turned to guerrilla warfare in order to combat Russian military forces.

In this video segment from New York Voices, Native-Americans make a gift of a commemorative totem pole for the September 11th tragedy.

The study of intelligence and national security operations is an analysis of how the various branches of government work together to protect and promote American interests at home and abroad. The purpose of this course is to provide the student with an overview of national security policy analysis and the United States intelligence community. As the student progress through this course, the student will learn about strategic thought and strategy formulation, develop the ability to assess national security issues and threats, and cultivate an understanding of the institutions involved in the formulation and execution of national security policy through diplomacy, intelligence operations, and military force. Upon successful completion of this course, the student will be able to: demonstrate a working knowledge of the various definitions of national security interests that have been applied during various periods of US history; identify vital interests and threats to international and domestic security in order to make recommendations to policymakers and leaders; identify key agencies within the US Intelligence community and their respective missions; demonstrate awareness of the roles and powers of various actors and organizations in the policymaking and implementation process within the field of U.S. national security; demonstrate skills in the collection and analysis the various political, social, economic, military, legal, and ethical goals and values that form the basis of policymaking decisions; demonstrate application of various decision frameworks used by policymakers and leaders in developing and executing national security policies; demonstrate an understanding of the context, evolution, risks, and linkages of national security issues, alternatives, and solutions. (Political Science 313)

This course covers the works of the four major writers of cyberpunk: William Gibson, Bruce Sterling, Neal Stephenson, and Pat Cadigan. Other theoretical and scholarly texts that articulate cyberpunk as a site of intellectual and literary investigation will be read and will inform discussions . Popular films (Blade Runner and The Matrix) which are good examples of cyberpunk films are will also be referred to. The thematic concerns of cyberpunk, that speak directly to contemporary issues like globalisation, corporate ethics, postmodern politics and terrorism will also be discussed.

Frameworks and Models for Technology and Policy students explore perspectives in the policy process -- agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises for Technology and Policy students include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership. This course explores perspectives in the policy process - agenda setting, problem definition, framing the terms of debate, formulation and analysis of options, implementation and evaluation of policy outcomes using frameworks including economics and markets, law, and business and management. Methods include cost/benefit analysis, probabilistic risk assessment, and system dynamics. Exercises include developing skills to work on the interface between technology and societal issues; simulation exercises; case studies; and group projects that illustrate issues involving multiple stakeholders with different value structures, high levels of uncertainty, multiple levels of complexity; and value trade-offs that are characteristic of engineering systems. Emphasis on negotiation, team building and group dynamics, and management of multiple actors and leadership.

This course will introduce the student to the history of the Middle East from the rise of Islam to the twenty-first century. The course will emphasize the encounters and exchanges between the Islamic world and the West. By the end of the course, the student will understand how Islam became a sophisticated and far-reaching civilization and how conflicts with the West shaped the development of the Middle East from the medieval period to the present day. Upon successful completion of this course, students will be able to: identify and describe the nature of pre-Islamic society, culture, and religion. They will also be able to describe the subsequent rise of the prophet Muhammad and his monotheistic religion, Islam; identify and describe the elements of Islamic law, religious texts and practices, and belief systems; identify and describe the rise of the Umayyad and Abbasid dynasties in the Middle East. Students will also be able to compare and contrast the two empires; identify and describe the emergence of the Umayyad dynasty in Spain. Students will also be able to analyze the conflicts between Muslims and Christians on the Iberian Peninsula; identify and describe the Crusades. They will be able to describe both Muslim and Christian perceptions of the holy wars; identify and describe the impact of the Mongol invasions on the Middle East; compare and contrast the Ottoman and Safavid empires; analyze the decline of the Ottoman Empire and the beginning of European imperialism/domination of the Middle East in the 1800s; identify and describe how and why European powers garnered increased spheres of influence after the collapse of the Ottoman Empire and the end of World War I; analyze and describe the rise of resistance and independence movements in the Middle East; identify and describe the rise of Islamic nationalism and the emergence of violent anti-Western sentiment; analyze (and synthesize) the relationship between the Middle East and the West between the 600s and the present day; analyze and interpret primary source documents that elucidate the exchanges and conflicts between the Islamic world and the West over time. (History 351)