Welcome to an engaging exploration of the events of September 11, 2001, and their lasting impact. In this article, we’ll dive into the insights shared by Noah Rauch, Senior Vice President for Education and Public Programs at the 9/11 Memorial and Museum, as he discusses the importance of remembering this pivotal day in history.
The 9/11 Memorial and Museum serves a dual purpose: to honor the nearly 3,000 victims of the attacks and to educate people about the events and their significance. The memorial opened on the 10th anniversary of the attacks, and the museum followed in 2014. These institutions aim to keep the memory of 9/11 alive and relevant, especially for those who were not yet born or too young to remember the day.
As time passes, fewer students have personal memories of 9/11. This shift has prompted educators to find new ways to teach about the event. The COVID-19 pandemic has further transformed educational approaches, moving programs online and allowing students worldwide to engage with the history of 9/11 through virtual field trips and live chats.
One of the most compelling ways to teach about 9/11 is through personal stories. For example, Wells Crowther, known as the “man in the red bandana,” was a young equity trader who saved at least a dozen people in the South Tower before losing his life. His bravery is a powerful example of selflessness in the face of danger.
Another inspiring story is that of Camellia Nyona, a member of the Maasai tribe from Kenya. After witnessing the events in New York City, he returned to his village and shared what had happened. In a gesture of solidarity, he and his community donated 14 cows to the American people, demonstrating global compassion and unity.
The 9/11 Memorial and Museum offers a variety of resources for teachers to help students understand the significance of 9/11. These include virtual field trips, professional development workshops, and lesson plans that connect the events of 9/11 to current issues like national security and civil liberties. The goal is to equip educators with the tools they need to navigate these complex topics.
Educational materials are tailored to suit different age groups. For younger students, the focus is on the broad events of the day and the positive responses from people worldwide. For older students, discussions can delve into more complex topics such as foreign policy and the long-term repercussions of the attacks.
There are three main lessons to learn from 9/11:
Understanding the legacy of 9/11 is crucial for students today. By learning about the bravery and compassion shown during the crisis, students can gain valuable insights into human resilience and the importance of global awareness. This conversation and additional resources are available on the Common Sense Education YouTube channel for further exploration.
Join a virtual tour of the 9/11 Memorial and Museum. As you explore, take notes on the exhibits that stand out to you. Reflect on how these exhibits help you understand the events of 9/11 and their impact. Share your thoughts in a class discussion.
Research how different countries and communities around the world responded to the events of 9/11. Create a presentation highlighting a specific example, such as the Maasai tribe’s donation of cows. Present your findings to the class, focusing on the themes of global compassion and unity.
Read or watch a personal story from someone affected by 9/11, such as Wells Crowther’s story. Analyze the story for themes of courage and compassion. Write a short essay on how these themes are relevant to today’s world and how they can inspire us to act in times of crisis.
Participate in a class debate on the balance between national security and civil liberties in the post-9/11 world. Research both sides of the argument and prepare to defend your position. Consider how the events of 9/11 have shaped current policies and public opinion.
Work in groups to create a detailed timeline of the events of September 11, 2001, and their subsequent impact. Include key events, policy changes, and personal stories. Present your timeline to the class, explaining how each element contributes to the legacy of 9/11.
**Sanitized Transcript:**
Welcome to Distance Learning with Common Sense. My name is Tali Horowitz, and I’m the New York Education Director. This conversation will be posted to our Common Sense Education YouTube channel, along with links and resources shared today in our chat. So let’s go ahead and get started. I’m joined today by Noah Rauch, Senior Vice President for Education and Public Programs at the 9/11 Memorial and Museum.
I want to start by saying that today is September 11th, a day of commemoration, and we really appreciate you taking the time to be here. Do you mind sharing a little background about yourself and about the memorial and museum?
Absolutely, and thank you for having me on today. I oversee the education department at the 9/11 Memorial Museum. I’ve been working on this project for almost 10 years, starting on the 9th anniversary of the attacks. I was brought on to help think about how to tell this difficult story in advance of the memorial and museum opening. The memorial opened on the 10th anniversary of the attacks, and the museum opened in May of 2014.
As a memorial museum, we have a dual mission: to honor the lives of those who were killed—almost 3,000 victims—and to remember what happened and understand why it’s still important. This dual mission informs everything that we do, especially on this anniversary, which is a centerpiece of our year. Our programs focus on K-12 teachers and students, not just tied to this day but also about commemoration and honoring those who were killed.
We’re now almost two decades out from the attack. Can you share how you talk to students today about it, especially in the context of the pandemic?
COVID has changed how we think about our work. Now, no one in high school was alive when 9/11 happened, and that wasn’t the case when I first started working here. Initially, students had memories of the event, but over the past decade, that line has shifted. Now, no one in college has a lived memory of the attacks. We’ve been thinking about how to tell the story to those who remember and to students who don’t have that memory.
The pandemic has also changed our delivery mechanisms. All of our on-site programs are currently on hiatus, so everything has moved online, including school field trips and professional development workshops. A key feature of that day is that people stepped forward in various ways to help, which resonates with what we see today with health workers stepping forward during the pandemic.
Today, we focus on the stories of a few people who were affected, supplemented by a live chat with students from around the world. The questions we receive often relate to our own experiences and how today compares to 9/11. Students are grappling with the fact that they are living through history.
Can you share a couple of stories that you share with students?
We feel strongly about conveying the accurate history of what happened that day, told through individual experiences. One powerful story is about Wells Crowther, known as the “man in the red bandana.” He was a 24-year-old equity trader who worked on the 104th floor of the South Tower. After the building was struck, he called his mother to say he was okay, and that was the last she heard from him.
In the spring of 2002, his mother came across an article about survivors who mentioned a man in a red bandana who helped people escape. She realized it was Wells, who had always worn a red bandana. He chose to help others instead of escaping himself, saving at least a dozen people.
Another story is about Camellia Nyona, a member of the Maasai from Kenya. He was in New York City at the time and wanted to do something to help. After returning to Kenya, he recounted what had happened to his village, which had only recently gotten electricity and had no real understanding of the events. He decided to donate a cow, which is significant in Maasai culture. His act inspired others, and they collectively donated 14 cows to honor the American people.
What resources do you have available for teachers to continue teaching about 9/11 throughout the year?
We have a range of offerings that tie back to the day and explore its relevance almost two decades later. We will be launching virtual field trips that engage with these ideas using artifacts as entry points. We also offer professional development workshops online, where teachers can learn how to use artifacts and stories in their classrooms.
Our programs include lesson plans that connect 9/11 to current events and themes like national security and civil liberties. We aim to help teachers navigate these complex topics and provide them with the tools they need.
Can you give an example of how you tailor your materials for different age groups?
For younger students, we focus on broad strokes of what happened that day, emphasizing how people responded. We share stories of kids who sent letters and notes in the aftermath of 9/11. For high school students, we can delve into more complex discussions about foreign policy and the repercussions of the attacks.
It’s important to model that it’s okay to not have all the answers. Teachers can say, “I don’t know; let’s look it up together.” We provide resources to help teachers feel more confident in discussing these topics.
As we wrap up, what are the top three takeaways you’d like everyone to leave with today?
First, a key part of 9/11 is that people chose to act and help others in the face of trauma. Focusing on these stories can help students understand the human response to crisis.
Second, while you can’t always choose what happens to you, you can choose how you respond. The stories we share provide models for positive action.
Lastly, what happens in distant places can have a significant impact on our lives. Understanding this interconnectedness is crucial for students today.
Thank you so much, Noah. We appreciate you helping us commemorate 9/11 today. This conversation will be posted to our Common Sense Education YouTube channel, along with links and resources shared today. Thank you again, Noah.
9/11 – The terrorist attacks that took place on September 11, 2001, in the United States, involving the hijacking of airplanes and the destruction of the World Trade Center and part of the Pentagon. – The events of 9/11 significantly impacted global security policies and international relations.
Memorial – A structure or event established to remember and honor people or events from the past. – The 9/11 Memorial in New York City serves as a poignant reminder of the lives lost during the tragic events of September 11, 2001.
Museum – An institution dedicated to preserving and exhibiting objects of historical, cultural, or artistic significance. – The Holocaust Museum provides a comprehensive history of the Holocaust through its extensive collection of artifacts and personal stories.
Education – The process of receiving or giving systematic instruction, especially at a school or university, often encompassing a broad understanding of history and society. – Education plays a crucial role in fostering an understanding of historical events and their impact on contemporary society.
History – The study of past events, particularly in human affairs, often analyzed to understand patterns and causes. – By studying history, students can gain insights into the causes and consequences of major world events.
Courage – The ability to confront fear, pain, danger, or adversity, often highlighted in historical narratives of resistance and change. – The courage of civil rights activists in the 1960s paved the way for significant social and legislative changes in the United States.
Compassion – Sympathetic consciousness of others’ distress together with a desire to alleviate it, often seen in humanitarian efforts throughout history. – Compassion drove many individuals to participate in the abolitionist movement, seeking to end the suffering caused by slavery.
Resources – Materials, assets, or means available to achieve goals, often discussed in the context of economic history and development. – The availability of natural resources has historically influenced the economic prosperity and geopolitical power of nations.
Policy – A course or principle of action adopted or proposed by a government, party, business, or individual, often shaping historical events and societal structures. – The New Deal was a series of policies implemented by President Franklin D. Roosevelt to address the economic challenges of the Great Depression.
Interconnectedness – The state of being connected with each other, often used to describe the complex relationships and dependencies in global history and society. – The interconnectedness of global economies became evident during the financial crisis, highlighting how events in one region can impact the entire world.
