September 11th - Personal Stories of Transformation

58 Pages·2010·3.93 MB·English

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September 11 Personal Stories of Transformation is a classroom
resource kit that contains 8 videos. Each story is accompanied
by discussion questions that guide students to connect outcomes
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of the historic events of September 11 to the choices they
make in their own lives. The Tribute WTC Visitor Center
classroom resources provide historic context, research links,
and community service projects for each story.
For grades 5 – 12
TA bL E of Con T E n T S
I. Goals for These Resources Page 3 4.1 S tory Unit 4 Page 29
th Uniformed Workers:
II. W hy Study September 11 ? Page 4
Letter from Lee Ielpi Loss and Recovery
norma Hardy
III. H ow to Use These Resources Page 5
with Your Students 5.1 S tory Unit 5 Page 34
Empowering Women
IV. Learning Standards Page 6
Globally
V. Overview of Stories Page 7
Susan Retik
VI. Timeline of Events Page 8
6.1 S tory Unit 6 Page 40
VII. Map - Where People Were Page 10 Being Muslim in
VIII. General Research Resources Page 11 New York after 9/11
Mohammad Razvi
IX. Story Units
7.1 S tory Unit 7 Page 46
1.1 S tory Unit 1 Page 12
Globalizing Peace
Rebuilding a School
Tsugio Ito & Masahiro Sasaki
Community
8.1 S tory Unit 8 Page 51
Ada Dolch
Building National
2.1 S tory Unit 2 Page 18
Memorials
A Survivor Helps
Jim Laychak & Gordon felt
Others Heal
XI. Credits Page 56
Mary Lee Hannell
3.1 S tory Unit 3 Page 23
Creating a 9/11
Learning Center
Lee Ielpi
G oA L S f oR T H E SE R E SoU RCE S

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What can We learn From studying september 11 teaches:
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september 11 that is applicable Unspeakable horror
to our Future?
• A major foreign attack on civilians on U.S. soil resulting
Students hear references to September 11th every day. Tey in thousands of deaths
are deeply curious about this event that took place during • E scalating violence and fear in many parts of the
their lifetime, in their living rooms and neighborhoods world resulting in increased measures for national and
through the power of instant media. While students international security
want to know more, many teachers and parents may be

frightened about confronting this somber history without
Unprecedented humanity
appropriate material to provide to their students.
• D edication of those who put themselves in harm’s way to
Te goal of these resources is to provide middle and
help others
high school teachers with primary resource classroom
materials that introduce the personal impact of September • Extraordinary cooperation; “everyone was a New Yorker”
11th. Tese 8 story units reveal inspiring examples of how
• R ecovery from loss through volunteerism and new sense
individuals have been transformed by this tragic event to
of civic responsibility
dedicate themselves to generously serving others.
• N ew appreciation of our global interconnectedness

Global understanding and education is key to stopping
violence
• U rgency to encourage tolerance, empathy and compassion
for people of diferent backgrounds through education

Recording and sharing history
• E xamination of how history is constructed - the value
and limitations of learning from oral histories

mission oF the tribute Wtc
Visitor center
Te Tribute WTC Visitor Center, a museum across from the
World Trade Center site, ofers exhibits and walking tours to the
general public. Te Tribute Center is a project of the September
11th Families’ Association, a 501(c)3 non-proft organization.
Trough exhibits, walking tours, and online programs the
Tribute WTC Visitor Center ofers “Person to Person History,”
linking visitors who want to understand and appreciate these
historic events with those who personally experienced them.
Dear Educators,
Why should students learn about the events of September 11, 2001?
At the Tribute Center, we believe that our young people in the United States and around the world need to understand
what brought us to this point in history. No one was prepared for these horrifying events in which radical Islamic terrorists
from diferent countries in the Middle East hijacked four U.S. airplanes in order to use them as weapons against innocent
people and signifcant landmarks in the United States.
“Te 9/11 attack…was carried out by a tiny group of people…. Te group itself was dispatched by an organization based
in one of the poorest, most remote, and least industrialized countries on earth…. To us, Afghanistan seemed very far away.
To members of Al-Qaeda, America seemed very close. In a sense, they were more globalized than we were.” Te 9/11
Commission Report
Te World Trade Center was frst attacked on February 26, 1993 when radical Islamic terrorists detonated a truck bomb
in the basement level killing 6 people and injuring thousands. Despite the fact those directly responsible were prosecuted,
neither ofcials nor the general public believed that the World Trade Center would be attacked again.
How can education help young people learn about our world so that they can work towards eliminating the circumstances
that cause terrorist attacks? How do we perceive people in other countries and other cultures and how do they perceive us?
Why does the threat of terrorism continue? What can we do to minimize it?
At the present time not a single state in the United States has a curriculum in place to teach the history of September 11,
2001. Te events of that day have afected and continue to afect U.S. foreign policy, our military actions, our economic
actions, and our world psyche in evolving ways. We need to give students a concrete understanding of what happened that
day, how people responded, and how people have worked towards changing our world for the better. I feel strongly that we
hold in our hands the ability to make great changes in our world by using the events of September 11, 2001 as a catalyst
in a positive way. Teachers in the United States and around the world have the opportunity to guide our young people
to realize local and global avenues for change. We must work together to mandate learning standards that include
September 11, 2001 in our state and national history curriculum. We must let our teachers do what they love to do -
teach, and not just teach to the test. Te Tribute Center toolkit provides a guide for taking the frst step in educating
students about the events that changed our world.
Sincerely,

Lee Ielpi
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President, September 11 Families’ Association
WWW.tributeWtc.org
HoW To U SE T H E SE R ESoURCES
W ITH yoUR ST U DEn TS

Each story unit (eight in total) is supported by activities introductory exercise
that will deeply enrich your students’ interaction with this
Since September 11th is contemporary history and continues
material. A list of the stories and the topics they address
to be part of all of our lives, teachers should introduce the
are in this teacher’s guide.
topic by asking students about their own connections to the
Be aware that between part 1 and 2 of each flm, students events. Allow students to share their personal experiences
are asked to refect upon a thoughtful question. related to the events and aftermath of September 11th, as well
as those of their families and friends. Each related experience
can be added to a class “timeline of events” and can be used
• P lease familiarize yourself with the Connect and Refect
to map out the total chronological experience of the class.
Activity. Accompanying each story unit there are 5 facts
and students are asked to connect the story to its historic Below are some suggested questions to pose to the students:
context. Sometimes questions direct students to connect
1. What happened on September 11, 2001?
his history to the choices that they make in their own lives.
2. W hat was your personal experience regarding the attacks
Tis activity should be assigned after watching both parts of
on September 11th? How did you learn about what had
the video. Students can answer the questions individually or
happened that day? What about your family and friends?
the questions can be used in a teacher-led class discussion.
3. D id the aftermath of these attacks personally afect your
• b ack Story biography provides a more in-depth
family or friends in any way? What was their experience?
biography of the person in the story unit.
4. A s a teacher, were you teaching on September 11, 2001?
• D efnitions are provided to help students understand the
How did you discuss this with your students at the time?
meaning of certain terms within this specifc context.
Share your personal experiences.
• T e Timeline of Events and Map provide chronological
and geographical context and orientation.
If your class time is limited, you can divide your class into smaller
• R esearch Resources provide links and resources for your
groups and each group can be assigned to complete one unit.
students to conduct a deeper investigation of this material.
Each group can report back to the class summary points that they
• C lassroom & Service Projects ofer a rich assortment discovered about their unit. As this is available online, students can
of projects/assignments for your class or for individual be assigned to work on these units individually as a homework
students. We hope your students will take advantage of assignment, either at home or at the library. Each story unit video
some of these very unique opportunities. (Parts 1+2 combined) is between 4 and 10 minutes long.

share your experience
Email your commentse dtou:c
L E A R n I nG S TA n DA R DS
the FolloWing national standards are met When exploring these materials:

Era 9, Standard 2f
Worldwide cultural trends of the second half of the 20th
historical thinking standards
century
Standard 1 - Student thinks chronologically
Era 9, Standard 3A
Standard 3 - S tudent engages in historical analysis and Major global trends since World War II
interpretation
Era 10, Standard 1
Standard 4 - Student conducts historical research Long-term changes and recurring patterns in world history
Standard 5 - S tudent engages in historical issues-analysis,
decision-making
national standards For ciVics and
goVernment
united states history
I. What is the relationship of the United States to other
Era 10, Standard 1C nations and to world afairs? What are the roles of the
Major foreign policy initiatives citizen in American democracy?
Era 10, Standards 2b
New immigration and demographic shifts
Era 10, Standard 2C
english/language arts standards
Changing religious diversity and its impact on American
institutions Standard 1 - Read a wide range of print/non-print texts to
build an understanding
Era 10, Standard 2E
How a democratic policy debates social issues and Standard 3 - Apply a wide range of strategies to
mediates between individual and group rights comprehend, interpret, evaluate, and appreciate texts
Standard 7 - Conduct research, generating ideas and
questions, posing problems, gather, evaluate, and synthesize
data from a variety of sources, communicate discoveries
World history
Standard 8 - Use a variety of technological and
Era 9, Standard 2b information resources (e.g., libraries, databases, computer
Economic interdependence has transformed human society networks, video) to gather and synthesize information and
create and communicate knowledge
Era 9, Standard 2C
Liberal democracy, market economies, human rights Standard 12 - Use spoken, written, and visual language to
movements have reshaped political/social life accomplish their purposes
Era 9, Standard 2D
Sources of tension and confict in the contemporary world
and eforts to address them
oV ERV I E W of S ToR I E S
unit 1: rebuilding a school community unit 2: a survivor helps others heal
ada dolch mary lee hannell
A principal of a high school facing the An employee of The Port Authority of
World Trade Center led her students out of New York and New Jersey describes her
danger and encouraged them to give back escape from the 67th floor of the WTC.
to the neighborhood when they returned She describes the impact of 9/11 on her
downtown months later. One year later, three young children who didn’t know if
she helped build a school in Afghanistan she had survived, and healing through
in honor of her sister who was one of those honest discussion.
killed on 9/11.
unit 3: creating a 9/11 learning center unit 4: uniformed services: loss and recovery
lee ielpi norma hardy
A retired frefghter worked on the recovery A Port Authority police ofcer arrived at the
at the World Trade Center site for 9 months WTC site just after the towers collapsed.
searching for his frefghter son and other After the recovery period, she was assigned
victims. Motivated by the need to let people to the site to boost the morale of the
around the world know what happened on people working in the emotionally draining
9/11, he created a learning center. environment and she continues to support
others.
unit 5: empowering Women globally unit 6: being muslim in new york after 9/11
susan retik mohammad raZVi
A widow from Boston lost her husband After September 11th, many Arab, South
on American Airlines Flight 11. She and Asian and Muslim communities in
another September 11th widow started an America felt under attack. This community
organization to aid widows in Afghanistan. organizer worked to help them.
unit 7: globalizing peace unit 8: building national memorials
tsugio ito & masahiro sasaki J im laychak & gordon Felt
Tsugio Ito lost his brother in the bombing Jim and Gordon lost their brothers, one
of Hiroshima and his son on 9/11 at the in the attack on the Pentagon and one on
World Trade Center. Masahiro Sasaki Flight 93. Each took leadership roles in
donated one of the origami cranes folded building memorials that pay tribute to the
in 1955 by his sister, the legendary Sadako, attacks on the nation and the lives lost.
to the Tribute WTC Visitor Center as a
wish for global peace.
T I M E LI n E of E V E n T S :
t h
SE P T E M bER 11 T I M E LI n E
september 11 th 2001
8:46 a.m. 9:03 a.m. 9:59 a.m. 10:28 a.m.
American Airlines Flight Hijacked United Airlines Flight In about 10 seconds, 110 stories 110 stories of the North Tower
11, hijacked by Al Qaeda 175 is deliberately fown into the of the South Tower (2 WTC) (1 WTC) collapse on top of
terrorists, is deliberately South Tower, striking the 78 – collapse on top of each other, each other in about 10 seconds,
fown into the North Tower 84th foors. generating a giant dust cloud. generating a second giant dust
of the World Trade Center, cloud. 2,749 people die at the
9:37 a.m. 10:03 a.m.
striking the 94 – 98th foors. WTC.* Te victims include
Hijacked American Airlines A fourth hijacked plane, United
First responders arrive 343 FDNY frefghters, 23
Flight 77 is deliberately Airlines Flight 93, crashes near
immediately. 14,000 people NYPD police ofcers and 37
fown into the Pentagon in Shanksville, PA. 40 victims die
begin to evacuate the towers. Port Authority police.
Washington, D.C. killing 184 in the crash.*
victims.* 11:02 a.m.
An order is issued to evacuate
Lower Manhattan.
2001
Jan Feb mar apr may Jun Jul aug sep oct noV dec
*number of dead does not include terrorists as victims
september 12, 2001
Te last survivor is rescued. Te sixteen-acre site is covered in
burning debris that stands as high as 70 feet. Pockets of fres
burn for almost six months. Schools, businesses and residents
are relocated for months. Volunteers from across the nation and
the world assist in the recovery. Unprecedented generosity is
experienced as volunteers, money and supplies begin to arrive.
T I M E LI n E of E V E n T S :
H IS ToR IC R Ef ER E nCE S
may 30, 2002
Te recovery period at the
september 11 , WTC site ofcially ends.
2001
See details for this date on september 2002
the previous page. Te reconstruction of the July 2004
Pentagon in Washington, Family members of victims
D.C. is complete. lobby Congress for a full
1973 investigation. Te 9/11
Te Port Authority of NY Commission investigates
& NJ opens the World october 7, 2001 the events leading up to
Trade Center. Te seven Te United States begins 9/11, that day, and the
building complex, begun bombing Al Qaeda terrorist February 2003 response. It also provides
in the 1960s, includes the training camps and military Te master plan for the recommendations for the
Twin Towers and a hub for installations of the Taliban rebuilding of the WTC site future.
transportation. regime in Afghanistan. is complete.
1940 1950 1960 1970 1980 1990 2000 2010
1941 1979-1988 september 2006
Te Japanese attack the United States Naval Base at Pearl Harbor Te Soviet Union invades Tribute WTC Visitor
in Hawaii. Japanese Americans are forced to leave their homes, Afghanistan. Te mujahideen, Center opens to the public.
schools, and businesses and relocate to “camps” authorized by the (a loosely allied group of 400,000 people visit a year.
U.S. government. local opposition parties and
foreign fghters) are victorious
1955 may 2006
in defeating the Soviets. Te
10 years after an atomic bomb was dropped on Hiroshima during mujahideen consolidate their 7 WTC, the frst of the
World War II, an antinuclear movement begins to develop in Japan. power, with some elements new World Trade Center
1965 becoming the Taliban. buildings, opens.
Te Immigration and Nationality Act of 1965 abolishes the
national origin quotas from 1924, and results in the doubling of
non-European immigration to the United States from 1965-1970
February 26, 1993 august 2006
and again between 1970-1990.
A truck bomb is detonated Construction begins for
in the garage beneath the the National September 11
World Trade Center by an Memorial & Museum at
Islamic extremist group. the World Trade Center.
It takes several hours to
evacuate the buildings.
Six people are killed and
thousands are injured.
M A P - W H ER E PEoPL E W ER E
W TO FLIGHT 93
SHANKSVILLE, PA N TO BOSTON
GORDON FELT SUSAN RETIK
HIGH SCHOOL
FOR LEADERSHIP
PUBLIC SERVICE MANHATTAN
ADA DOLCH
World
Trade
PATH Train
Tunnel Center
TRIBUTE CENTER
Battery LEE IELPI
Park
Brooklyn
Bridge Squad 288
BROOKLYN
BATTERY TUNNEL
NORMA HARDY
1WTC QUEENS
North Tower
BROOKLYN
2WTC Flight 11 Crashes Here
South
Tower
MARY LEE
FUJI HANNELL COPO CENTER
BANK MOHAMMAD RAZVI
MR.ITO 6WTC
long
Flight 175
Crashes 7WTC island
Here
5WTC
3WTC
Hotel
4WTC S TO WASHINGTON D.C.
FLIGHT 77 PENTAGON
JIM LAYCHAK
N
W E
S
new jersey
lower
manhattan