Students will launch the project as public historians by listening to an eyewitness account of 9/11, identifying who needs age-appropriate historical understanding at school, and drafting the first definition of the challenge, end users, and inquiry questions that will guide later source analysis and exhibit design.

Students will analyze eyewitness testimony, media accounts, and response texts to determine how different sources explain 9/11 and its aftermath, then use that evidence to define causes and propose an age-appropriate public history direction for younger students.

Students will act as public historians to design a student-friendly 9/11 mini-exhibit concept by studying effective models, making a testable hypothesis about what will help a younger audience understand the event, planning their team product, and documenting how feedback improves an early version.

Students will implement their student-friendly 9/11 public history mini-exhibit with a real school audience, collect evidence about what younger learners understand and wonder, and use that data to judge how clearly and empathetically their work explains eyewitness stories, source evidence, and the historical impact of 9/11.

Students will present their 9/11 public history work to an authentic school audience, gather evidence of how well younger learners understood the history, and close the project by documenting how their knowledge, empathy, communication, and design decisions changed through work with eyewitness stories and historical sources.