9/11 National Day of Service and Remembrance

www.nyhumanities.org/conversations

Thank yo u for hosting a Co mmunity Conversation for Young Adults!

Community Conversations provides an opportunity for people come together for thoughtful discussion and dialogue about their shared values as Americanspast, present, and future. Focused on central themes in American life such as service, freedom and democracy, Community Conversations allows New Yorkers to join in discussions that offer an alternative to received wisdom and provide the chance to take part in a shared national dialogue.
O ve rvi ew Community Conversations are stand-alone, text-based discussions led by a facilitator from the local community. Each toolkit includes a text that tackles an important aspect of American life and encourages community dialogue. Your Community Conversation should last between 60 and 90 minutes without interruption. Discussions should be guided by a facilitator and focused on the text and the theme. Hold your conversation in a room where a group of 10-30 participants can hear each other clearly. Use the tips sheets for host sites and facilitators included in this toolkit for ideas about how to encourage everyone to participate in the discussion. Faci litato r A good facilitator is the key to making a Community Conversation successful. The facilitator should be someone in your community who enjoys working with people, is interested in what others have to say, and believes in the merit of conversationbased programs. The facilitator does not need to be someone with an advanced degree in the humanities, but rather someone who has some experience leading open conversations and who is enthusiastic about learning how to facilitate. We encourage all prospective facilitators to attend one of the Councils free facilitation webinars* to learn more about best practices for guiding successful and meaningful discussions. *Facilitators at featured sites must attend a facilitation webinar. A Firefighters Story by Jill McCracken A Firefighters Story continued Discussion Questions for A Firefighters Story Tips for Facilitating a Community Conversation About 9/11 Tips for Facilitating Tips for Hosting Sample Schedule Participant Evaluation Keep the Conversation Going Partners page 3 page 4 page 5 page 6 page 7 page 8 page 9 page 10 page 11 page 12

Struc ture

In clu d ed in th is to ol ki t:

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

A Firefighter s Stor y by Jill McCracken

Adap ted fro m A Fir efighters Sto ry

What? said Tom McGlennon as he listened with the phone to his ear, disbelief ringing from the syllable hed uttered, 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 it might have been a C-130, one of those big military cargo planes that lost stabilization or something, and nosedived down. But it definitely wasnt a small plane. Within minutes, the second tower, the South Tower, was hit by United Airlines Flight 175. The second one hitall of the media were there, and caught it. We knew right off the bat what was going onit 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 fuel compromised 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 Im trapped...My crew is trapped...This is ladder 217, were trapped. Youre hearing all this stuff, all these maydays... and were just thinking, oh my God, what is going on? Tom paused as he recounted his memories of those momentsthe 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 with anybody 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 same mind set. Minutes after the building collapsed there were people showing up, calling on the phone. We just had to do something; thats 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 Branch firefighters, 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 Trade Center 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.
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A Firefighter s Stor y co ntinued

At that point we went to work. We had our masks, just surgical masks, to filter the air because it was really bad. What was amazing was the paper. Only paper; no big items, none. Youd think in huge buildings like that, with thousands of computers, desks, chairs...youd think youd 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. Youre focused where you are, and on what you are doing. There was no jerking around, no discussion...we had a job to do. So we did it. We really didnt 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 one of the most surprising moments of the day at the site where the Twin Towers once stood. Were walking to South Street to catch the ferry back; its a few blocks on the other side of the island. We turned the corner and right there in front of us is the front landing gear of one of the planes. Nothing was cordoned off, no security, no caution tape...plane parts were just there. They just landed there. Come around a corner making a right...and there it wasunbelievable. And, no one had any pictures left in our camera. Remember, this is before cameras 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 was not 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 hadnt escaped 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. They would continue to burn for months. Jagged, sharp pieces of iron and steel were extended beyond where the eye could see. The danger of stepping and falling 30 or 40 feet into a void was real. It was so dangerous that many first responders 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 truckloads1.8 million tonsof 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 Raymond Downey, Battalion Chief Special Operations. He attended their funerals among the many he would attend.

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

Discussio n Questions for A Firefighter s Stor y by Jill McCracken

In A Firefighters Story, Tom says that We just felt compelled to do something. What caused him to feel this 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 those who volunteered their time? After reading about Tom confronting the voids and working a 24-hour shift, what words would you use to describe 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 theres a connection between community service and experiencing a tragedy? Why do tragedy and service so often go together? 9/11 has been designated a National Day of Service and Remembrance. How does serving our community help 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 people from other countries wanted to help Americans? Have you ever wanted to help someone who you had never met? 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 the best 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 the events 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 the same 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 those who 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 think theres the difference? If theyre the same, why do you think you and your parents have the same feelings about 9/11?

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

Tips for Facilitating a Co mmunity Conversation for Young Adults About the Events of 9/1 1

Tal ki ng Ab ou t 9 / 11 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. Pl an ni ng fo r th e Co nv e rsatio n 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. Gu id in g the Co n ve rsatio n 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. Cl osi ng th e Co nv ersati on Ask participants, Does anyone want to add anything we havent 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

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

Tips for Facilitating a Co mmunity Conversation for Young Adults

Community Conversations are simple gatherings that encourage thoughtful, engaged dialogue using a short 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 and your community.
Pl an ni ng fo r th e Co nv e rsatio n
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 about what themes in the text you would like to explore. Prepare about three times as many questions as you think youll cover with the group. You wont 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.

Ge ttin g Starte d
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.

Aski ng Go o d Q u e stio ns
Ask short, open-ended questions that dont 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.

Li sten an d Le arn
Focus on listening, not teaching. Be flexible and let your questions follow the natural course of conversation. Dont feel that you need to ask every question youve 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.

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

Tips for Hosting a Co mmunity Conversation for Young Adults

Fin d in g a Facil itato r

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 to teach 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).

Re crui tmen t
Plan to begin publicizing your discussion at least three weeks in advance. The Council provides templates for press releases, 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 post fliers. Make every effort to draw a diverse audience to your program so that a variety of perspectives are represented 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 planned service 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.

Ro om Set-U p
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. Its 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. Dont play off of built-in computer speakersits difficult to hear in large groups and people may feel uncomfortable saying 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.

Wrap -Up
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 coordinator evaluation 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 8

Sample Schedule for a Co mmunity Conversation for Young Adults

Planning Guidelines for Community Conversations Get students thinking about the topic ! 15 minutes
Activate prior knowledge: What do you know about 9/11? What is service? What is the relationship between service and 9/11?

Read the text aloud ! 10 minutes

Ask students to write down one or two surprising facts or quotes from the story as they listen.

Check comprehension ! 5 minutes

Did everyone understand the vocabulary? Are there any phrases that need further clarification?

Discuss ! 50 minutes

Use the discussion questions in the toolkit and add your own. Focus on questions that ask kids to interpret the actions and events in the texts and how they feel about what is going on.

Wrap-Up ! 10 minutes

How did the characters in this story practice service? How can you practice service in your community? Is there anything we can do to get other kids to practice service in honor of 9/11?

Ne w Yor k State S tandards for Grades 6-12 Com mon Co re En glish Langu age Arts: Comprehension and Collaboration and Conventions of Standard English
New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org 9

Participant Evaluatio n

Name: ________________________________ Email: ________________________________

Di d this co nv ersa ti on h e lp yo u to thi nk ab ou t th is to pic in n e w ways? Definitely Not Not really Possibly Somewhat Definitely

Di d yo u le arn f rom yo u r pe e rs du rin g the co n ve rsatio n? Definitely Not Not really Possibly Somewhat Definitely

We re you e n cou rage d to sh are yo u r re actio ns to th e to pi c an d tex t? Definitely Not Not really Possibly Somewhat Definitely

We re o th e rs e nc ou rage d to sh are th ei r re actio ns to th e to pi c an d tex t? Definitely Not Not really Possibly Somewhat Definitely

Di d the f acil itato r ask re le van t an d in tere stin g qu e stio ns abo u t the te xt an d top ic? Definitely Not Not really Possibly Somewhat Definitely

Ho w v alu ab le was it to you to p arti cip ate in thi s pro gram? Not at all valuable Not very valuable Somewhat valuable Valuable Very valuable

Ho w i mpo rtant is i t to hav e pro grams like th is o n e in you r co mmu n ity? Not at all important Not very important
Somewhat important

Important

Very important

Do yo u pl an to tal k to frie n ds and f amil y abo u t the i de as rai sed i n th is pro gram? No Possibly Yes

Wo u ld you pa rti cip ate in thi s kin d of pro gram agai n? No Possibly Yes

Pl e ase add an y add iti on al com men ts ab ou t to day s Co mmu nity Co nve rsatio n.

Would you like to receive the Councils e-newsletter?

Yes

No
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New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org

Keep the Conversation Going with Support from the New York Council for the Humanities

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

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

www.nyhumanities.org/programs/cb

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 Frosts Mending Wall ! The Art of Losing! ! American Dreamer: Immigration Politics of Hyphenation

Rea ding & Discussion Progra ms for Adults Read and talk about books and ideas in a group setting
www.nyhumanities.org/adultrd

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.

Tog ether a nd Unidos Family reading and discussion program for parents and kids
www.nyhumanities.org/together

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.

Project Gra nts Funding for projects using humanities to engage the public
www.nyhumanities.org/grants

Organizations may design their own series of conversation-based programming about important humanities ideas or texts. Grants of $300 $10,000 may be awarded.

Speakers in the Humanities and Spea kers in the Schools Lectures on humanities topics
www.nyhumanities.org/speakers

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

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.

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

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Co mmunity Co nve rsations Partners

9/11 National Day of Service and Remembrance Advisory Committee

Reverend Chloe Breyer, Executive Director, the Interfaith Center of New York Athena Devlin, Assistant Professor of English, St. Francis College Donna Gaffney, Advisory Board, Families of September 11 Noah Rauch, Manager of School and Family Programs, National September 11 Memorial & Museum Annie Rawlings, Prepare New York Education Direction, the Interfaith Center of New York MaryEllen Salamo ne, Director, 4 Action Initiative and Advisory Board, Families of September 11 Nikki Stern, Author and editor-in-chief of Does This Make Sense (www.doesthismakesense.com) Jay Winuk, Co-founder & Vice President, MyGoodDeed, and President, Winuk Communications, Inc.

Partners

Media Part ners

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

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