community conversations for young adults 9/11 toolkit

8/3/2019 Community Conversations for Young Adults 9/11 Toolkit

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9/11 National Day of Service

and Remembrance

www.nyhumanities.org/conversations



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“What?” said Tom McGlennon as he listened with the phone to his ear, disbelief ringing from the syllable he’duttered, his face stricken as he considered what he had just been told.

“A plane hit the World Trade Center? You got to be kidding me?”

Tom quickly ran up the narrow staircase at the West End Firehouse in Long Branch, New Jersey. Three

generations of his family had served the City of Long Branch in that firehouse.

Tom reached for the TV, flipping it on. He recalled these moments, “Looking at the up-close pictures on the

news, we could tell that something larger than a Piper (small plane) had hit the Trade Center. We thought itmight have been a C-130, one of those big military cargo planes that lost stabilization or something, and nose-dived down. But it definitely wasn’t a small plane.”

Within minutes, the second tower, the South Tower, was hit by United Airlines Flight 175.

“The second one hit—all of the media were there, and caught it. We knew right off the bat what was going on—it

was a full airliner that hit the South Tower. And now the fire departments just went crazy,” said Tom.

Any doubts about the origins of the disaster were banished; New York City was under attack.

Hit first, the North Tower was struck by American Airline Flight 11 between the 92-98th floors. The South Tower had been hit by the second plane between the 78-84th floors. Because it was hit at a lower level than the North

Tower, the South Tower would collapse first, at 9:59 am. Its jagged gashes and burning aviation fuelcompromised its ability to carry the greater weight load, causing greater stress and a quicker collapse.

Tom paused recalling the moment when the South Tower collapsed.

“There were ‘maydays’ from all over the place. You hear guys saying ‘I’m trapped...My crew is trapped...This isladder 217, we’re trapped’. You’re hearing all this stuff, all these maydays... and we’re just thinking, oh my God,

what is going on?”

Tom paused as he recounted his memories of those moments—the collapse of the North Tower and the silent

radio. “There was nothing. It wiped out the entire staff of the FDNY. There was absolutely no communication withanybody for a full four or five minutes.”

Tom explained, “We just felt compelled to ‘do’ something. There were so many guys who just had the samemind set. Minutes after the building collapsed there were people showing up, calling on the phone. We just hadto do something; that’s why we went up there. We just had to.”

Tom McGlennon finished his 24-hour shift in West End Firehouse. Then, together with 15 other Long Branchfirefighters, grabbed their gear and headed toward the ferry. The ‘Waterway Taxi’ was the only viable way into

New York City from New Jersey at the time. The ferry was being used for conveying supplies to the World TradeCenter site as well as evacuating people who were injured from southern Manhattan.

They could already see the thick dust that rose over the city. Normally, this ferry docks at South Street, however,

since Battery Park was closer, only about 3 or 4 blocks from the World Trade Center site, it was heading there.

The Long Branch firemen were led over to One World Financial Center, a big building across the street from

where the Twin Towers had stood.

New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org



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“At that point we went to work. We had our masks, just surgical masks, to filter the air because it was really bad. Whatwas amazing was the paper. Only paper; no big items, none. You’d think in huge buildings like that, with thousands of computers, desks, chairs...you’d think you’d find a hard drive. But, no, there was nothing. Pieces of concrete, pieces

of metal, yes; but nothing else but paper and dust. It was all just pulverized into the dust.”

When asked what was going through his mind, seeing all this devastation, knowing it was a terrorist attack, and how

he managed to focus, Tom replied in a serious tone, “Standing there working ‘The Pile’ was no different from arriving at a fire here. You’re focused where you are, and on what you are doing. There was no jerking around, nodiscussion...we had a job to do. So we did it. We really didn’t talk about what was going on and what we were doing until we were on the boat going home. Even then, it was very somber.”

After 12 hours, coming off a 24-hour shift the previous day, the LBFD members decided to head home. This led to oneof the most surprising moments of the day at the site where the Twin Towers once stood.

“We’re walking to South Street to catch the ferry back; it’s a few blocks on the other side of the island. We turned thecorner and right there in front of us is the front landing gear of one of the planes. Nothing was cordoned off, nosecurity, no caution tape...plane parts were just there. They just landed there. Come around a corner making aright...and there it was—unbelievable. And, no one had any pictures left in our camera. Remember, this is beforecameras in our cell phones. We just stood there, scratching our heads, saying “Can you believe this?”

Later the landing gear was shown to be part of American Airlines Flight 11.

* * *

Immediately after the towers fell, thousands of firefighters, police officers, search-and rescue dogs and their handlers,

construction workers, and volunteers headed to Ground Zero to look for survivors. Time was of the essence. It wasnot known how many people were trapped alive under the rubble. Firefighters and other rescue workers had to

search with care through the unstable wreckage for “voids”, air pockets where they might find people who hadn’tescaped from the collapsing buildings. To be cautious, no heavy equipment was utilized in the first days of searching.

Additionally, huge fires burned in the middle of the pile, the heat intense, and the smoke thick and choking. Theywould continue to burn for months. Jagged, sharp pieces of iron and steel were extended beyond where the eye couldsee. The danger of stepping and falling 30 or 40 feet into a void was real. It was so dangerous that many firstresponders wrote their names and phone numbers on their forearms, in case they fell or were crushed. In May 2002,the cleanup officially ended. More than 108,000 truckloads—1.8 million tons—of rubble were taken to a Staten Island

landfill by the workers.

It would be learned that 343 FDNY firefighters and paramedics who responded to the attacks on September 11, 2001

lost their lives that day, and countless others were injured.

Tom McGlennon lost two of his good friends in the FDNY that day; Andrew Fredericks from Squad 18 and RaymondDowney, Battalion Chief Special Operations. He attended their funerals among the many he would attend.




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• In “A Firefighter’s Story,” Tom says that “We just felt compelled to ‘do’ something.” What caused him to feelthis way? Do you think this response was typical of people on 9/11?

• Is there a difference, in your opinion, between people whose job it was to respond to the attacks and thosewho volunteered their time?

• After reading about Tom confronting the “voids” and working a 24-hour shift, what words would you use todescribe his feelings?

• Is there a relationship between service and bravery?

• The immediate period after 9/11 saw an increase in community service all over the nation. Why do you think

this happened?

• Do you believe there’s a connection between community service and experiencing a tragedy? Why do tragedyand service so often go together?

• 9/11 has been designated a National Day of Service and Remembrance. How does serving our communityhelp us remember the victims of 9/11?

• After 9/11, people from all over the world showed their support for the United States. Why do you think peoplefrom other countries wanted to help Americans? Have you ever wanted to help someone who you had nevermet? Why?

• Can you think of recent events that have led people to volunteer their time and money? Why do you think

people wanted to serve and give after these events? How did you react?

• Stories of ordinary people showing courage are often told after a tragedy. Do you think tragedies bring out thebest in people? Why or why not?

• In general, what do you think motivates individuals to serve? When have you been compelled to serve? Why?

• Was your community affected by 9/11?

• What would the consequences be to our communities if no one felt compelled to serve? How would theevents of 9/11 have been different if people were apathetic about their communities and their nation?

• If a tragedy such as a natural disaster happened in your community now, do you think people would react thesame way Tom did when he saw smoke billowing from the North Tower?

• How do you think Americans should commemorate 9/11? What is your community doing to remember thosewho lost their lives on that day?

• Are your feelings about 9/11 different from your parents’? If so, how are they different? Why do you thinkthere’s the difference? If they’re the same, why do you think you and your parents have the same feelings

about 9/11?




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• Community Conversations should focus on the 9/11 National Day of Service and Remembrance and the

shared reading, not on personal 9/11 experiences.

• Ask if any participants or their family members have been directly affected by the events of 9/11. If a

participant indicates that they experienced a loss (relative, friend, neighbor, home) offer a brief condolence

and thank them for their participation.

• Remember that ten years later, adults may experience the feelings of their “younger selves” on September 11,

2001 and may also remember the reactions of significant others in their lives.

• Be sure that there is ample opportunity for socializing after the conversation. Being with friends and family

after a conversation allows for further support and discussion.

• Refrain from using photos, news clippings and video of 9/11 or graphic images of destruction; focus on

rebuilding and resilience.

• Participants may be apprehensive about discussing this topic. Explain that the Conversation is about “On

Some Mental Effects of the Earthquake” by William James and ideas/thoughts related to this text. While 9/11

is the centerpiece of this discussion, the conversation is not meant to traumatize or relive those events, but to

learn from it through thoughtful dialogue.• Talk about safety measures, courageous acts and volunteer efforts following the event. Describe changes that

make our world a safer place, new policies and safety procedures (such as airplane screening and safety

drills).

• Participants may want to start a “where were you when…” conversation. These conversations can be powerful

for some, but difficult and personal for others. Ask the group to share these stories after the conversation, and

refocus the discussion on service and the text.

• Ask participants, “Does anyone want to add anything we haven’t talked about?” or “Are we missing anything

here?”

• Tell participants that it is not unusual to think about 9/11 after the Conversation. Encourage them to talk to

friends and family members.

• Suggest they “do something” after the Conversation to help another person or share their thoughts and ideas,

or make a contribution to a cause important to them.

Developed in consultation with Donna A. Gaffney, DNSc, PMHCNS-BC, FAAN




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Community Conversations are simple gatherings that encourage thoughtful, engaged dialogue using ashort reading to foster discussion. The goal is a comfortable, lively discussion free of bias and judgment. We hope the following suggestions will help you create an inviting environment for you andyour community.

• Expect a healthy conversation to last between 60 and 90 minutes.

• Read the text several times, paying attention to the parts that were difficult or that made you pause. These will be the

places that generate the most conversation.

• Use the sample questions in this toolkit as a starting point for writing questions that will resonate with your group.

•

Decide how you will begin the conversation. The first few questions will set the tone for the discussion, so think aboutwhat themes in the text you would like to explore.

• Prepare about three times as many questions as you think you’ll cover with the group. You won’t get to everything, but

extra planning will help you follow the natural progression of the conversation.

• Plan a closing question or exercise that signals the end of the formal discussion, but encourages the group to keep the

conversation going at home or among friends.

• Arrange chairs in a circle or semi-circle so that participants can easily see one another and be heard by all.

• Start by establishing some basic guidelines with the group. For example, “be respectful,” “make sure that everyone has

a turn to speak,” and “focus your comments on the reading.”

• Introduce yourself at the beginning of the session and ask each participant to do the same. Keep introductions short.

• Begin by reading the whole text aloud together. This allows everyone to have the opportunity to hear a fluent reader and

invites people with lower levels of literacy to actively participate.• Plan an opening activity to help participants get comfortable: ask a discussion question and encourage participants to

share their thoughts in pairs and report back to the group.

• Ask short, open-ended questions that don’t have a right or wrong answer.

• Invite the participants to interpret the text in their own ways.

• Focus on places where opinions may differ (not on facts that cannot be disputed).

• Look for ways to connect the subject matter to everyday life.

• Encourage participants to form their own questions.

• Prioritize keeping the conversation going over getting to all of your questions.

• Use the text as a neutral place if the conversation gets heated.

• Focus on listening, not teaching.

• Be flexible and let your questions follow the natural course of conversation. Don’t feel that you need to ask every

question you’ve prepared or in the order you planned.

• When the conversation in flowing, share your opinion last or not at all.

• Avoid answering your own questions. If there is a lull in the conversation, let people think about their answers before you

move on.

• Look at the person speaking, and try not to cross your arms or legs. Address group members by their first names.




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• Find a facilitator who is a good fit for your group. (The host-site coordinator and the facilitator can be the same

person.) The success of your conversation is highly dependent on the skill of your facilitator.

o Look for someone who is open, friendly, and enjoys working with people. Your facilitator should believe in

the program and share your enthusiasm for doing it!

o Look for someone who is interested in what others have to say. Keep in mind, the facilitator is not there toteach the text or lecture on the topic, but rather to ask questions and let the group do the talking.

o Look for someone who is willing to learn how to be a facilitator and can commit to doing the training

webinar (if you are a featured site).

•

Plan to begin publicizing your discussion at least three weeks in advance. The Council provides templates for pressreleases, fliers, and Community Conversation logos on our website (link).

• For public conversations, make fliers and post them at local libraries, community enters, coffee houses, school

campuses, churches, veterans or union halls, and store bulletin boards. Be sure to get permission to leave or postfliers. Make every effort to draw a diverse audience to your program so that a variety of perspectives arerepresented in the discussion.

• If your conversation is for a closed group (staff, club, etc.), consider including the discussion at a time when you

already meet, such as at a staff meeting. You may consider including the conversation on the day of a plannedservice project, either to start or conclude the project.

• Consider making fliers with the time, date, and location on one side and the text on the other.

• Be sure to choose a room with good acoustics so that everyone, including people who may be hard of hearing, can

hear each other. Choose a room that is free of other distractions.• Seat participants in a circle or semi-circle so everyone can make eye contact with each other.

• Create a welcome table with copies of the text near the entrance to the room. Provide nametags and ask

participants to use their first names. You may also want to include other literature or pamphlets from your

organization related to the theme of the discussion.

• Make more than enough copies of the text so that everyone has a copy. Invite participants to take an extra copy

after the discussion and share it with a friend or family member. It’s a great way to keep the conversation going!

• Test any audiovisual equipment ahead of time to make sure that the volume is loud enough for everyone to hear.

Don’t play off of built-in computer speakers—it’s difficult to hear in large groups and people may feel uncomfortablesaying so.

• Provide light refreshments like juice, coffee or tea, and cookies. You can use the stipend to cover the cost of drinks

and snacks.

• Make sure the facilitator has a view of a clock or other time-keeping device. If you are not the facilitator, seat

yourself across from him or her so that you can easily make eye-contact.

• Decide whether you will ask participants to fill out an evaluation form. Have copies on hand to distribute after the

discussion has concluded. The Council has included a short evaluation form in this toolkit that you can use, or you

can design your own. Be sure to share participant feedback, formal and informal, on the host-site coordinatorevaluation form (provide link).

• Keep accurate attendance data for your own records to report back to the Council. The Council does not require you

to share names or contact information of attendees.

• If you are a featured site, complete the online evaluation for host-site coordinators within two weeks of the event. New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org



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• How did the characters in this story practice

service?

• How can you practice service in yourcommunity?

• Is there anything we can do to get other kids

to practice service in honor of 9/11?

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Activate prior knowledge:

• What do you know about 9/11?

• What is service?

• What is the relationship between service and9/11?

• Ask students to write down one or two surprising

facts or quotes from the story as they listen.

• Did everyone understand the vocabulary?

• Are there any phrases that need furtherclarification?

• Use the discussion questions in the toolkit andadd your own.

• Focus on questions that ask kids to interpret theactions and events in the texts and how they feel

about what is going on.

Comprehension and Collaboration and Conventions of Standard English




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Name: ________________________________ Email: ________________________________

Definitely Not Not really Possibly Somewhat Definitely





Not at all valuable Not very valuable Somewhat valuable Valuable Very valuable

Not at all important Not very important Somewhat important Important Very important

No Possibly Yes

No Possibly Yes

Would you like to receive the Council’s e-newsletter? Yes No




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Explore more of what the Council has to offer!These grants and programs support conversation-based programming.

• Series of thematically linked texts over the course of four, five, or

six sessions.

• Themes include: Serving, Working, Making Sense of the Civil War,

and Lincoln on the Civil War.

• Healing, Muslim Journeys, and Growing & Aging coming in 2013.

• A forum for parents and their 9- to 11-year old children to come

together to talk about books and ideas.

• Six 90-minute sessions is co-facilitated by a librarian and a

humanities scholar from the local community.• Explore key themes in American life such as courage, freedom,

and being American.

• Organizations may design their own series of conversation-based

programming about important humanities ideas or texts.

• Grants of $300 – $10,000 may be awarded.

• Over 200 humanities-based lectures on a wide variety of topics.

• Bring a lecture on service to your organization or school:

! Violence on Film: 9/11 on Film

!How Cartoonists Responded to 9/11

! Learning About Islam and Reaching Across Faith Divides:Americans Respond to 9/11

• 90-minute discussion guided by a scholar-facilitator.

• Centered on a short text, focused on American identity.

• Talk more about service with some of these Conversations:

! What Is an American?

! Collaboration and Conflict: Robert Frost’s “Mending Wall” ! The Art of Losing !! American Dreamer: Immigration Politics of Hyphenation

Visit us at www.nyhumanities.org for all program information, guidelines, and application forms.Any not-for-profit organization in New York State is eligible to apply for Council grants and programs.

Discuss ideas based on a short text,led by a scholar-facilitator

www.nyhumanities.org/programs/cb

Read and talk about books andideas in a group setting

www.nyhumanities.org/adultrd

Family reading and discussionprogram for parents and kids

www.nyhumanities.org/together

Funding for projects using humanities to engage the public

www.nyhumanities.org/grants

Lectures on humanities topics

www.nyhumanities.org/speakers




12New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Executive Director, the Interfaith Center of New York

Assistant Professor of English, St. Francis College

Advisory Board, Families of September 11

Manager of School and Family Programs, National September 11 Memorial & Museum

Prepare New York Education Direction, the Interfaith Center of New York

Director, 4 Action Initiative and Advisory Board, Families of September 11

Author and editor-in-chief of “Does This Make Sense” (www.doesthismakesense.com)

Co-founder & Vice President, MyGoodDeed, and President, Winuk Communications, Inc.

community conversations for young adults 9/11 toolkit

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